475p. · r. e. a career encompasses more than activities just. related to a person's job or...

DOCUMENT RESUME

ED 412 419 CE 075 000

TITLE Cosmetology Studies. Guide to Standards and Implementation.Career & Technology Studies.

INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum StandardsBranch.

ISBN ISBN-0-7732-5268-1PUB DATE 1997-00-00NOTE 475p.PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC19 Plus Postage.DESCRIPTORS *Behavioral Objectives; *Competence; Competency Based

Education; *Cosmetology; Course Content; Curriculum Guides;*Employment Potential; Entry Workers; Foreign Countries;*Job Skills; Learning Activities; Learning Modules;Secondary Education; Teaching Guides; Teaching Methods;Technical Education; Vocational Education

IDENTIFIERS Alberta

ABSTRACTThis Alberta curriculum guide defines competencies that help

students build daily living skills, investigate career options incosmetology, use technology in the cosmetology field effectively andefficiently, and prepare for entry into the workplace or relatedpostsecondary programs in the field. The first section provides a programrationale and philosophy for career and technology studies, general learnerexpectations, program organization information, curriculum and assessmentstandards, and types of competencies. The second section contains a rationaleand philosophy for the cosmetology strand, strand organization, and planningfor instruction. The 58 modules are organized into introductory,intermediate, and advanced levels that cover a comprehensive set ofcompetencies in the field of cosmetology in these areas: hair care andcutting, skin care, make up, manicuring, theatrical makeup, and sales andservice. The modules define exit-level competencies, specify prerequisites,and outline specific learner expectations. Other sections of the guidecontain the following: module curriculum and assessment standards; assessmenttools; linkages and transitions with other strands, other educationalprograms, and to the community, the workplace and the credentialing process;a learning resource guide listing 35 resources keyed to modules, plus sourcesfor further information; and sample student learning guides. (KC)

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COSMETOLOGY STUDIES

GUIDE TO STANDARDS AND

1997

U.S EPARTMENT OF EDUCATIONt Educational Research and Improvement

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AlbertaEDUCATION

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ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Alberta Education. Curriculum Standards Branch.Cosmetology studies : guide to standards and implementation.

(Career and Technology Studies)0-7732-5268-1

1. Beauty cultureStudy and teachingAlberta. 2. CosmeticsStudy and teachingAlberta. 3. Vocational educationAlberta.I. Title. II. Series: Career and Technology Studies Program.

17971.A333 1997 646.726

This document was prepared for:

Administrators ../

CounsellorsGeneral AudienceParentsStudentsTeachers ../

Program/Level: Career and Technology Studies/Secondary

Copyright 01997, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by thecopyright owner for any person to reproduce this publication or any part thereof for educational purposes and on a non-profitbasis.

This document supersedes all previous versions of the Career & Technology Studies Guide to Standards and Implementation.

This publication is a support document. The advice and direction offered is suggestive except where it duplicatesthe Program of Studies. The Program of Studiesa prescriptive description of the expectations of studentlearning, focusing on what students are expected to know and be able to dois issued under the authority of theMinister of Education pursuant to section 25(1) of the School Act, Statutes of Alberta, 1988. Chapter S-3.1 asamended, and is required for implementation. Within this document, the Program of Studies is shaded so thatthe reader may readily Identify all prescriptive statements or segments.

Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify AlbertaEducation if there are cases where this has not been done.

Questions or comments about this Guide to Standards and Implementation are welcome and should be directed to:

Career and Technology Studies Unit, Curriculum Standards Branch, Alberta Education, Devonian Building,11160 Jasper Avenue, Edmonton, Alberta. T5K OL2.Telephone: (403) 422-4872, Fax: (403) 422-0576.Outside of Edmonton dial 310-0000 to be connected toll free.

dEST COPY AVAILACLE3

TABLE OF CONTENTS

Career and Technology StudiesPage

Program Rationale and Philosophy A. 1

General Learner Expectations A.3Program Organization A.3

Curriculum Structure A.3Levels of Achievement A.4

Curriculum and Assessment Standards A.5Types of Competencies A.5

Basic Competencies Reference Guide A.6

Cosmetology Studies

Strand Rationale and Philosophy B.1Strand Organization B.3

Development Model B.3Knowledge, Skills and Attitudes B.3Themes and Integrating Concepts B.4Learning Contexts B.4Levels B.4Scope and Sequence B.5Module Descriptions B.7Recommended Linkage Modules in the Context of Cosmetology Studies B.12

Planning for InstructionPlanning for CTS C.1Planning for Cosmetology C.3

Module Curriculum and Assessment Standards: Introductory Level D.1

Module Curriculum and Assessment Standards: Intermediate Level E. 1

Module Curriculum and Assessment Standards: Advanced Level F. 1

Assessment Tools G. 1

Linkages/Transitions H. 1

Learning Resource Guide I.1

Sample Student Learning Guides J. 1

Acknowledgements K. 1

CAREER ANDTECHNOLOGYSTUDIES

A. PROGRAM RATIONALE AND PHILOSOPHY

Through Career and Technology Studies (CTS),secondary education in Alberta is responding tothe many challenges of modern society, helpingyoung people develop daily living skills andnurturing a flexible, well-qualified work force.

In Canada's information society, characterized byrapid change in the social and economicenvironment, students must be confident in theirability to respond to change and successfully meetthe challenges they face in their own personal andwork lives. In particular, they make decisions aboutwhat they will do when they finish high school.Many students will enter the work force, others willcontinue their education. All students face thechallenges of growing independence andresponsibility, and of entering post-secondaryprograms and/or the highly competitive workplace.

Secondary schools also face challenges. They mustdeliver, on a consistent basis, high quality,cost-effective programs that students, parents andthe community find credible and relevant.

CTS helps schools and students meet thesechallenges. Schools can respond more efficientlyand effectively to student and community needs andexpectations by taking advantage of theopportunities in the CTS curriculum to designcourses and access school, community and distancelearning resources. Students can develop theconfidence they need as they move into adult rolesby assuming increased responsibility for their

©Alberta Education, Alberta. Canada

learning; cultivating their individual talents,interests and abilities; and by defining and acting ontheir goals.

As an important component of education in Albertasecondary schools, CTS promotes studentachievement by setting clear expectations andrecognizing student success. Students in CTSdevelop competenciesthe knowledge, skills andattitudes they are expected to demonstrate, that is,what they know and what they are able to do.

Acquired competencies can be applied now and inthe future as students make a smooth transition intoadult roles in the family, community, workplaceand/or further education. To facilitate thistransition, clearly stated expectations and standardshave been defined in cooperation with teachers,business and industry representatives andpost-secondary educators.

CTS offers all students important learningopportunities. Regardless of the particular area ofstudy chosen, students in CTS will:

develop skills that can be applied in their dailylives, now and in the futurerefine career-planning skillsdevelop technology-related skillsenhance employability skillsapply and reinforce learnings developed inother subject areas.

5

Career and Technology Studies /A.1(1997)

In CTS, students build skills they can apply in theireveryday lives. For example, in the CTS program,particularly at the introductory levels, students havethe opportunity to improve their ability to makesound consumer decisions and to appreciateenvironmental and safety precautions.

N0w

CAREERS

F

t

re

A career encompasses more than activities justrelated to a person's job or occupation; it involvesone's personal life in both local and globalcontexts; e.g., as a family member, a friend, acommunity volunteer, a citizen of the world.

The integration of careers throughout the CTSprogram helps students to make effective careerdecisions and to target their efforts. CTS studentswill have the opportunity to expand theirknowledge about careers, occupations and jobopportunities, as well as the education and/ortraining requirements involved. Also, studentscome to recognize the need for lifelong learning.

Students in CTS have the opportunity to use andapply technology and systems effectively andefficiently. This involves:

a decision regarding which processes andprocedures best suit the task at hand

the appropriate selection and skilled use of thetools and/or resources available

an assessment of and management of theimpact the use of the technology may have onthemselves, on others and on the environment.

A.2/ Career and Technology Studies(1997)

rp0

e

TECHNOLOGY

0t

0me

Integrated throughout CTS are employability skills,those basic competencies that help students developtheir personal management and social skills.Personal management skills are improved asstudents take increased responsibility for theirlearning, design innovative solutions to problemsand challenges, and manage resources effectivelyand efficiently. Social skills improve throughlearning experiences that require students to workeffectively with others, 'demonstrate teamwork andleadership, and maintain high standards in safetyand accountability.

As well as honing employability skills, CTSreinforces and enhances learnings developed in coreand other complementary courses. The curriculumemphasizes, as appropriate, the effectiveapplication of communication and numeracy skills.

In addition to the common outcomes describedabove, students focusing on a particular area ofstudy will develop career-specific competenciesthat support entry into the workplace and/or relatedpost-secondary programs. Career-specificcompetencies can involve understanding andapplying appropriate terminology, processes andtechnologies related to a specific career, occupationor job.

6

©Alberta Education, Alberta. Canada

GENERAL LEARNER EXPECTATIONS

General learner expectations describe the basiccompetencies integrated throughout the CTSprogram.

Within an applied context relevant to personalgoals, aptitudes and abilities; the student in CTSwill:

demonstrate the basic knowledge, skills andattitudes necessary for achievement andfulfillment in personal life

develop an action plan that relates personalinterests, abilities and aptitudes to careeropportunities and requirements

use technology effectively to link and applyappropriate tools, management and processes toproduce a desired outcome

develop basic competencies (employabilityskills), by:

selecting relevant, goal-related activities,ranking them in order of importance,allocating necessary time, and preparingand following schedules (managinglearning)

linking theory and practice, usingresources, tools, technology and processesresponsibly and efficiently (managingresources)

applying effective and innovative decision-making and problem-solving strategies inthe design, production, marketing andconsumption of goods and services(problem solving and innovation)

demonstrating appropriate written andverbal skills, such as composition,summarization and presentation(communicating effectively)

participating as a team member by workingcooperatively with others and contributingto the group with ideas, suggestions andeffort (working with others)

©Alberta Education, Alberta, Canada 7

maintaining high standards of ethics,diligence, attendance and punctuality,following safe procedures consistently, andrecognizing and eliminating potentialhazards (demonstrating responsibility).

PROGRAM ORGANIZATION

CURRICULUM STRUCTURE

Career and Technology Studies is organized intostrands and modules.

Strands in CTS define competencies that helpstudents:

build daily living skillsinvestigate career optionsuse technology (managing, processes, tools)effectively and efficientlyprepare for entry into the workplace and/orrelated post-secondary programs.

In general, strands relate to selected industry sectorsoffering positive occupational opportunities forstudents. Some occupational opportunities requirefurther education after high school, and some allowdirect entry into the workplace. Industry sectorsencompass goods-producing industries, such asagriculture, manufacturing and construction; andservice-producing industries, such as business,health, finance and insurance.

Modules are the building blocks for each strand.They define what a student is expected to know andbe able to do (exit-level competencies). Modulesalso specify prerequisites. Recommendations formodule parameters, such as instructionalqualifications, facilities and equipment can befound in the guides to implementation.

The competencies a student must demonstrate toachieve success in a module are defined through themodule learner expectations. Senior high schoolstudents who can demonstrate the module learnerexpectations; i.e., who have the designatedcompetencies, will qualify for one credit towardtheir high school diploma.

Career and Technology Studies /A.3(1997)

Specific learner expectations provide a moredetailed framework for instruction. Within thecontext of module learner expectations, the specificlearner expectations further define the knowledge,skills and attitudes the student should acquire.

The following chart shows the 22 strands thatcomprise the CTS program and the number ofmodules available in each strand.

StrandNo. of

Modules

1. Agriculture 33

2. Career Transitions 28

3. Communication Technology 33

4. Community Health 31

5. Construction Technologies 46

6. Cosmetology 58

7. Design Studies 31

8. Electro-Technologies 37

9. Energy and Mines 26

10. Enterprise and Innovation 8

11. Fabrication Studies 41

12. Fashion Studies 29

13. Financial Management 14

14. Foods 37

15. Forestry 21

16. Information Processing 48

17. Legal Studies 13

18. Logistics 12

19. Management and Marketing 19

20. Mechanics 54

21. Tourism Studies 24

22. Wildlife 17

A.4/ Career and Technology Studies(1997)

LEVELS OF ACHIEVEMENT

Modules are organized into three levels ofachievement: introductory, intermediate andadvanced. As students progress through the levels,they will be expected to meet higher standards anddemonstrate an increased degree of competence, inboth the general learner expectations and themodule learner expectations.

Introductory level modules help students builddaily living skills and form the basis for furtherlearning. Introductory modules are for studentswho have no previous experience in the strand.

Intermediate level modules build on thecompetencies developed at the introductory level.They provide a broader perspective, helpingstudents recognize the wide range of related careeropportunities available within the strand.

Advanced level modules refute expertise and helpprepare students for entry into the workplace or arelated post-secondary program.

The graph below illustrates the relative emphasis onthe aspects of career planning at each of the levels.

Introductory Level Intermediate Level Advanced Level

IIIPersonal UseCareer Awareness/Exploration

sM Preparation for the Workplace or Further Education

8

©Alberta Education, Alberta, Canada

CURRICULUM AND ASSESSMENTSTANDARDS

Curriculum standards in CTS define whatstudents must know and be able to do.

Curriculum standards are expressed throughgeneral learner expectations for CTS, and throughmodule and specific learner expectations for eachstrand.

Assessment standards define how studentperformance is to be judged. In CTS, eachassessment standard defines the conditions andcriteria to be used for assessing the competenciesof each module learner expectation. To receivecredit for a module, students must demonstratecompetency at the level specified by theconditions and criteria defined for each modulelearner expectation.

Students throughout the province receive a fairand reliable assessment as they use the standardsto guide their efforts, thus ensuring theyparticipate more effectively and successfully inthe learning and assessment process. Standards atadvanced levels are, as much as possible, linked toworkplace and post-secondary entry-levelrequirements.

TYPES OF COMPETENCIES

Two types of competencies are defined within theCTS program basic and career-specific.

Basic competencies are generic to any career areaand are developed within each module. Basiccompetencies include:

personal management; e.g., managing learning,being innovative, ethics, managing resources

social; e.g., communication, teamwork,leadership and service, demonstratingresponsibility (safety and accountability).

Career-specific competencies relate to a particularstrand. These competencies build daily living skillsat the introductory levels and support the smoothtransition to the workplace and/or post-secondaryprograms at the intermediate and advanced levels.

The model below shows the relationship of the twotypes of competencies within the 22 strands of theCTS program.

9

CAREER-SPECIFIC

Career and Technology Studies /A.5©Alberta Education, Alberta, Canada (1997)

BASIC COMPETENCIES REFERENCE GUIDE

The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as theycomplete therequirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the DevelopmentalFramework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained inearlierstages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.

Suggested strategies for classroom use include:

having students rate themselves and each otherusing in reflective conversation between teacher and studenthighlighting areas of strength

tracking growth in various CTS strandshighlighting areas upon which to focusmaintaining a student portfolio.

Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:

Managing Learningcomes to class prepared forlearningfollows basic instructions, asdirected

acquires specialized knowledge,skills and attitudes

identifies criteria for evaluatingchoices and making decisions

uses a variety of learningstrategies

follows instructions, with limiteddirectionsets goals and establishes stepsto achieve them, with direction

applies specialized knowledge,skills and attitudes in practicalsituationsidentifies and applies a range ofeffective strategies for solvingproblems and making decisions

explores and uses a variety oflearning strategies, with limiteddirection

follows detailed instructions onan independent basissets clear goals and establishessteps to achieve them

0

0

0

0

transfers and applies specializedknowledge, skills and attitudesin a variety of situationsuses a range of critical thinkingskills to evaluate situations,solve problems and makedecisionsselects and uses effectivelearning strategiescooperates with others in theeffective use of learningstrategies

demonstrates self-direction inlearning, goal setting and goalachievementtransfers and applies learning innew situations; demonstratescommitment to lifelong learningthinks critically and actslogically to evaluate situations,solve problems and makedecisions

provides leadership in theeffective use of learningstrategies

Managing Resourcesadheres to established timelines;uses time/schedules/plannerseffectively

uses information (material andhuman resources), as directed

uses technology (facilities,

equipment, saPPlies), asdirected, to perform a task orprovide a service

maintains, stores and/or disposesof equipment and materials, asdirected

creates and adheres to timelines,with limited direction; uses time/schedules/planners effectively

0

0

accesses and uses a range ofrelevant information (materialand human resources), withlimited directionuses technology (facilities,equipment, supplies), asappropriate, to perform a task orprovide a service, with minimalassistance and supervisionmaintains, stores and/or disposesof equipment and materials, withlimited assistance

creates and adheres to detailedtimelines on an independentbasis; prioritizes task; uses time/schedules/planners effectivelyaccesses a range of information(material and human resources),and recognizes when additionalresources are requiredselects and uses appropriatetechnology (facilities,equipment, supplies) to performa task or provide a service on anindependent basismaintains, stores and/or disposesof equipment and materials onan independent basis

creates and adheres to detailedtimelines; uses time/schedules/planners effectively; prioritizestasks on a consistent basisuses a wide range of information(material and human resources)in order to support and enhancethe basic requirementrecognizes the monetary andintrinsic value of managingtechnology (facilities,equipment, supplies)

demonstrates effectivetechniques for managingfacilities, equipment andsupplies

Problem Solving and Innovationparticipates in problem solvingas a processlearns a range of problem-solving skills and approaches

practices problem-solving skillsby responding appropriately to aclearly defined problem, speci-fied goals and constraints, by:

generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action

identifies the problem andselects an AtypittiniatE problem-solving approach, respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by:


thinks critically and actslogically in the context ofproblem solving

transfers problem-solving skillsto real-life situations, bygenerating new possibilitiesprepares implementation plansrecognizes risks

identifies and resolves problemsefficiently and effectively

identifies and suggests new ideasto get the job done creatively,by:

combining ideas orinformation in new waysmaking connections amongseemingly unrelated ideasseeking out opportunities inan active manner

A.6/ Career and Technology Studies(1997) 10 ©Alberta Education, Alberta, Canada


Communicating Effectivelyuses communication skills; e.g.,reading, writing, illustrating,speaking

uses language in appropriatecontext

listens to understand and learn

demonstrates positiveinterpersonal skills in selectedcontexts

communicates thoughts, feelingsand ideas to justify or challengea position, using written, oraland/or visual means

uses technical languageappropriately

listens and responds tounderstand and learndemonstrates positiveinterpersonal skills in manycontexts

prepares and effectively presentsaccurate, concise, written, visualand/or oral reports providingreasoned arguments

encourages, persuades,convinces or otherwisemotivates individualslistens and responds tounderstand, learn and teachdemonstrates positiveinterpersonal skills in mostcontexts

negotiates effectively, byworking toward an agreementthat may involve exchangingspecific resources or resolvingdivergent interestsnegotiates and works toward aconsensus

listens and responds to under-stand, learn, teach and evaluatepromotes positive interpersonalskills among others

Working with Othersfulfills responsibility in a groupproject

works collaboratively instructured situations with peermembersacknowledges the opinions andcontributions of others in thegroup

l'' seeks a team approach, asappropriate, based on groupneeds and benefits; e.g., ideapotential, variety of strengths,sharing of workloadworks in a team or group:

encourages and supportsteam membershelps others in a positivemannerprovides leadership/followership as requirednegotiates and works towardconsensus as required

leads, where appropriate,mobilizing the group for highperformance

understands and works withinthe context of the group

prepares, validates andimplements plans that revealnew possibilities

cooperates to achieve groupresults

maintains a balance betweenspeaking, listening andresponding in group discussionsrespects the feelings and viewsof others

Demonstrating Responsibility

Attendancedemonstrates responsibility inattendance, punctuality and taskcompletion

Safetyfollows personal andenvironmental health and safetyprocedures

identifies immediate hazards andtheir impact on self, others andthe environment

follows appropriate/emergencyresponse procedures

Ethicsmakes personal judgementsabout whether or not certainbehaviours/actions are right orwrong

recognizes and follows personaland environmental health andsafety procedures

identifies immediate andpotential hazards and theirimpact on self, others and theenvironment

establishes and follows personaland environmental health andsafety procedures

transfers and applies personaland environmental health andsafety procedures to a variety ofenvironments and situations

io,

assesses how personaljudgements affect other peermembers and/or family; e.g.,home and school

assesses the implications ofpersonal/group actions withinthe broader community; e.g..workplace

demonstrates accountability foractions taken to addressimmediate and potential hazards

analyzes the implications ofpersonal/group actions withinthe global context

states and defends a personalcode of ethics as required

*Developmental FrameworkSimple task Task with limited variables Task with multiple variables Complex task

Structured environment Less structured environment Flexible environment Open environment

Directed learning Limited direction Self-directed learning,

seeking assistance as required

Self-directed/self-motivated

©Alberta Education, Alberta, Canada11 Career and Technology Studies /A.7

(1997)

COSMETOLOGYSTUDIES

B. STRAND RATIONALE AND PHILOSOPHY

Throughout history, people have practised variousforms of body care, grooming and enhancementfor personal, social, cultural and religious reasons.Some practitioners have applied their abilities inthe workplace by providing professionalcosmetology services to clients. The personal andprofessional care, grooming and enhancement ofthe human body is supported by an array ofindustries including those that manufacturecosmetics and related equipment, tools andsupplies for personal and/or professional use, andthose that provide professional cosmetologyservices. Each of these industries provides careeropportunities for suitably qualified people.

Cosmetology Studies, a strand in Career andTechnology Studies, focuses on personal andprofessional grooming, body care andenhancement practices, and provides students withopportunities to explore and prepare forcosmetology-related career options.

Cosmetology Studies encourages the student-centred process approach, which combines thedevelopment of thinking processes and practicedskills in concrete, realistic learning situations.Throughout Cosmetology Studies, students areencouraged to solve problems, make decisions anddevelop the abilities and flexibility needed toadapt quickly to new situations, including changesin career paths.

The emerging workplace requires that newentrants be lifelong learners who are able toaccess information and use technology to helpsolve problems and make decisions. Within thephilosophy of Career and Technology Studies,students in Cosmetology Studies will:

become responsible citizens

appreciate and understand why personalappearance is significant in the home, atschool and in the workplace

identify and access career opportunities incosmetology and appreciate the preparationneeded to enter and progress in related fields

develop confidence and flexibility as theyassume adult roles and responsibilities andmove into the workplace and/or furthereducation and training programs

achieve personal wellness by learning aboutpersonal and professional body care andgrooming

study, practise and achieve competencies inpersonal and professional grooming practices

identify, practise and maintain high standardsof safety and sanitation in personal andprofessional grooming activities.

Strand Rationale and Philosophy Cosmetology Studies /B.1©Alberta Education, Alberta, Canada (1997)

1.2

In order to achieve these competencies, thestudent will:

apply knowledge, skills and attitudes fromother disciplines in contexts related to self,family and workplace

develop basic and career-specific skills thathave applications for personal use and specificapplications in the world of work

develop positive attitudes toward workthrough participation in realistic learningactivities in varied learning environments

develop a more positive self-concept as he orshe assumes increasingly complex roles andresponsibilities

develop a greater awareness of the role ofcosmetology-related businesses and industriesin society, and the potential for enterprise andinnovation within the cosmetology industry.

13

Cosmetology Studies /13.2 Strand Rationale and Philosophy(1997) ©Alberta Education, Alberta, Canada

STRAND ORGANIZATION

DEVELOPMENT MODEL

The Cosmetology Studies model below identifiesthe major dimensions of the program:

knowledge, skills and attitudesthemesintegrating conceptslearning contexts.

These dimensions are includedCosmetology Studies module.

CAREER-SPECIFIC

in each

BASIC

KNOWLEDGE, SKILLS AND ATTITUDES

This dimension of the program contains thelearner expectations specified in introductory,intermediate and advanced level modules.

Each module contains learner expectationsidentifying the basic and career-specificcompetencies that students are expected todevelop.

Basic competencies include self-management, social and academic knowledge,skills and attitudes.

KNOWLEDGE, SKILLS AND ATTITUDES

HAIR CARENAIL CARESKIN CARE

SPECIAL EFFECTS /SERVICES

Hair GoodsTheatrical MakeupAdornments

ENTERPRISE

DesignService and SalesManagementOwnershipCompetition Cosmetology

SANITATION

SAFETY

SCIENCE

COMMUNICATION

RELATIONSHIPS

COMPUTATION

ETHICS

LEGAL ISSUES

TECHNOLOGY

THEMES INTEGRATINGCONCEPTS

PERS

0NAL

R0FES

S

I

0NAL

Strand Organization Cosmetology Studies /B.3©Alberta Education, Alberta, Canada (1997)

14

Career-specific competencies include theknowledge, skills and attitudes that supporttransition to the workplace and/or post-secondary cosmetology-related activities.

THEMES AND INTEGRATING CONCEPTS

Themes link learner expectations to meaningfulactivities. They describe the settings in which thelearner expectations relating to hair, nail and skincare, the use of special effects and services forenhancing the body, and enterprise, are achieved.

Integrating concepts describe learning elementsaddressed in each theme, and provide linkagesamong the modules and relevance for studentlearning.

LEARNING CONTEXTS

The personal learning context focuses on thedevelopment of competencies appropriate topersonal body care, grooming and enhancement.

The professional learning context focuses on thedevelopment of competencies required to pursuework and/or further education or training incosmetology.

LEVELS

Introductory level modules within CosmetologyStudies encourage exploration and establish afoundation of related knowledge, skills andattitudes. Learning experiences begin at aconcrete level, and help students to recognize thesignificance of personal and professionalgrooming practices. Intermediate level modulesemphasize career awareness and job opportunitiesand provide opportunities for students to furtherdevelop their ability to provide grooming servicesto themselves and others. Advanced levelmodules emphasize preparation and empowermentand provide opportunities for students to developmore specialized knowledge, skills and attitudesrelevant to careers in cosmetology and relatedareas, and to further education and training.

25

Cosmetology Studies A3.4 Strand Organization(1997) ©Alberta Education, Alberta, Canada

SCOPE AND SEQUENCE COSMETOLOGY STUDIES

INTRODUCTORY INTERMEDIATE ADVANCED THEME

Personal Images Professional Practices

COS3010

Hair Graphics 1COS 1020

Hair & Scalp Care 1COS 1030

Forming & Finishing I*COS 1040

Hair Graphics 2*COS2010

Hair & Scalp Care 2.COS2020

Long Hair GraphicsCOS3020

Forming & Finishing 2*COS2030

Hair & Scalp Care 3*

COS3030

Hair & Scalp Care 4*(Client Services)

COS3040

Haircutting 1*COS2040

Hair Care & Cutting 1*(Client Services)

COS2050

Haircutting 2*COS3050

Haircutting 3*(Client Services)

COS3060

Hair Care & Cutting 2*(Client Services)

COS3070

Permanent Waving 1(The Physical Process)

COS 1050

Permanent Waving 2*(Cold Waving)

COS2060

Permanent Waving 3*(Heat-assisted)

COS2070

Permanent Waving 4*(Client Services)

COS2080

Permanent Waving 5*(Designer)

COS3080

Relax/Straighten Hair*COS3090

Wave, Relax & Straighten Hair*(Client Services)

COS3100

Colouring 1*COS2090

Colour Removal 1

COS2100

Colouring 2 (Permanent)*COS3110

Colouring & Removal l(Client Services)

COS2110

Colour Removal 2*

COS3120

Colouring & Removal 2*(Client Services)

COS3130

Skin Care 1(Basic Practices)

COS 1060

Facials & Makeup 1*COS2120

Facials & Makeup 2*(Client Services)

COS2130

Skin Care 2 (Client Services)*

COS2140

Body Therapy*COS3140

Hair Removal*COS3150

Skin Care 3 (Client Services)*COS3 160

Images andPractices

Hair and ScalpCare

Haircutting

ChemicalServices:

PermanentWaving

ChemicalServices:

Haircolouring

Skin Care

Prerequisite _ _ Recommended sequence

Prerequisite to all introductory modules in this strand.Prerequisite to all advanced modules in this strand.Refer to specific modules for additional prerequisites.

Scope and Sequence©Alberta Education, Alberta. Canada 16

Cosmetology Studies /B.5(1997)

SCOPE AND SEQUENCE (continued) COSMETOLOGY STUDIES

INTRODUCTORY INTERMEDIATE ADVANCED THEME

Male FacialGrooming

Nail Care

Special Effects/Services

Enterprise andCompetition

Male Facial Grooming 1

COS3170

1

Male Facial Grooming 2.(Client Services)

COS3180

Manicuring 1.COS1070

Manicuring 2.COS2150

Nail Technology.COS3190

I

Nail Art.COS2160

PedicuringCOS3200

I

Manicuring 3 (Client Services).COS2170

Nail Care (Client Services)

COS3210

Hairpieces & Extensions.COSMO

Wigs & Toupees.COS3220

I

Hair Goods (Client Services).COS3230

Theatrical Makeup 1 Theatrical Makeup 2. Theatrical Makeup 3(Changing Images)

COS3240(Basic Principles)

COS1080(Planning the Images)

COS21901

Theatrical Makeup 4.(Client Services)

COS3250

Facial & Body Adornment.COS3260

Historical Cosmetology.COS2200

Creative Cosmetology.COS3270

Sales & Service 1 Sales & Service 2.(Effectiveness)

COS3280(Principles & Practices)

COS2210

Competition Cosmetology.COS3290

Prerequisite . - . Recommended sequence

Refer to specific modules for additional prerequisites.

Cosmetology Studies B.6(1997)

17 Scope and Sequence©Alberta Education, Alberta, Canada

MODULE DESCRIPTIONS

Module COS1010: Personal ImagesStudents develop increased appreciation for thesignificance of personal grooming in various lifesituations, as well as the knowledge and skillsrequired to perform basic grooming practices.

Module COS1020: Hair Graphics 1Students handle hair confidently; brush, comband part hair correctly; and create ropes, knotsand two- or three-strand braids.

Module COS1030: Hair & Scalp Care 1Students analyze and describe the structure andcondition of hair and scalp, as well as identifyand use basic cleansing and surface conditioningproducts.

Module COS1040: Forming & Finishing 1Students wave, curl and style hair, using avariety of equipment, tools and supply items.

Module COS1050: Permanent Waving 1(The Physical Process)Students section, block and wind hair for a basicpermanent wave, using conventional wavingrods and supplies.

Module COS1060: Skin Care 1 (BasicPractices)Students identify the basic structures andfunctions of the skin, analyze skin and performbasic skin care practices, including cleansing,toning, nourishing and protecting.

Module COS1070: Manicuring 1Students identify the functions, shapes and basicstructure of fingernails, conditions of hands andfingernails, and perform a plain manicure.

Module COS1080: Theatrical Makeup 1(Basic Principles)Students describe the purpose and scope oftheatrical makeup, identify elements related todesigning theatrical makeup, and useappropriate materials to perform basic theatricalmakeup techniques.

Module Descriptions©Alberta Education, Alberta, Canada 12

Module COS2010: Hair Graphics 2Students use photo or other images as guides torecreate a variety of ropes, braids, knots, rollsand twists to produce finished hairstyles.

Module COS2020: Hair & Scalp Care 2Students analyze the histology and condition ofhair and the relationship of hair to the scalp, andselect and use appropriate hair and scalpcleansing and conditioning products.

Module COS2030: Forming & Finishing 2Students analyze head and facial features,determine suitable hairstyles, and form andfinish hairstyles.

Module COS2040: Haircutting 1Students demonstrate safe handling ofhaircutting and hairthinning tools, and describeand demonstrate basic cutting methods.

Module COS2050: Hair Care & Cutting 1(Client Services )Students analyze a client's need for hair andscalp care and perform the necessary services.

Module COS2060: Permanent Waving 2(Cold Waving)Students identify types of chemicals used topermanently wave hair and the relationshipbetween the chemical process and the physicalprocess. Students also analyze hair andcombine the two processes to perform completecold waves.

Module COS2070: Permanent Waving 3(Heat-assisted)Students use appropriate physical and chemicalprocesses and products to perform heat-assistedpermanent waves, and analyze the quality of thewaves.

Module COS2080: Permanent Waving 4(Client Services)Students analyze the condition of hair, identifyand describe available types of permanentwaves, and recommend and perform permanentwaving services appropriate to the client's needsand wants.

Cosmetology Studies IB.7(1997)

Module COS2090: Colouring 1Students describe the basic principles of colourand haircolouring, describe and perform patch/predisposition and strand tests, and prepare andapply temporary and semipermanenthaircolours.

Module COS2100: Colour Removal 1Students describe the basic principles of colourremoval, levels of colour, colour removalchemicals and application procedures, andprepare and apply a variety of products toremove natural and artificial haircolour.

Module COS2110: Colouring & Removal 1(Client Services)Students analyze the condition of a client's hairand scalp, and prepare for and performcolouring and colour removal services.

Module COS2120: Facials & Makeup 1Students describe the anatomy, physiology andhistology of the skin and the effect ofpathogenic organisms on the body. Studentsalso analyze facial shapes and conditions, andperform facial care and corrective makeuptechniques.

Module COS2130: Facials & Makeup 2(Client Services)Students consult with and analyze a client's skincare needs, and perform a variety of facialservices, including surface cleansing andcorrective makeup techniques.

Module COS2140: Skin Care 2 (ClientServices)Students consult with and analyze the client'sskin care needs, and recommend and performclient-approved services, including cleansing,toning (manual and electrical massage),nourishing and protecting.

Module COS2150: Manicuring 2Students describe the anatomy of the arm andhand, identify diseases and disorders of thehands and nails and hand and nail conditionsthat may be treated by a manicurist, andrecommend and perform services for treatableconditions.

Module COS2160: Nail ArtStudents describe nail art techniques used toenhance the appearance of fingernails, as well asdesign and produce simple nail art.

Module COS2170: Manicuring 3 (ClientServices)Students analyze hands and nails to determinemanicure needs and the presence of treatableand nontreatable conditions, as well as selectand perform appropriate manicure and relatedservices.

Module COS2180: Hairpieces & ExtensionsStudents describe the purpose of hairpieces andextensions and types of hair and fibres used inconstructing hair goods, and analyze and servicehair goods.

Module COS2190: Theatrical Makeup 2(Planning the Images)Students design, select and apply makeup tocreate images of selected characters and toenhance personal appearances for theatricalpurposes.

Module COS2200: Historical CosmetologyStudents, in addition to recreating historicalhairstyles and facial images, describe thehistorical trends in hairstyles and makeup, andthe relationship between historical changes incosmetology to other changes in society.

Module COS2210: Sales & Service 1(Principles & Practices)Students describe and demonstrate basicprinciples of selling and service in the varioussectors of the cosmetology industry.

19Cosmetology Studies /B.8 Module Descriptions(1997) ©Alberta Education, Alberta, Canada

Module COS3010: Professional PracticesStudents describe the sectors of the cosmetologyindustry, as well as current and projected trends,needs, career opportunities, trade ethics andqualifications required for entry into eachsector.

Module COS3020: Long Hair GraphicsStudents design and produce symmetrical andasymmetrical hairstyles to create long hairgraphics.

Module COS3030: Hair & Scalp Care 3Students analyze the condition of the hair andscalp, make treatment decisions andrecommendations, and clean and condition thehair and scalp, using available technology.

Module COS3040: Hair & Scalp Care 4(Client Services)Students analyze a client's hair and scalp,make treatment decisions and recommendservices, and perform client-approved hair andscalp care services to a client's satisfaction.

Module COS3050: Haircutting 2Students demonstrate the ability to design andfollow cutting patterns, and safely usehaircutting and thinning shears, razors andelectric clippers.

Module COS3060: Haircutting 3 (ClientServices)Students analyze hair, scalp, face, haircuts andstyles, recommend hairstyles, prepare clientsand perform haircutting services.

Module COS3070: Hair Care & Cutting 2(Client Services)Students consult with the client to determineservices desired, analyze a client's hair andscalp, face and facial features, and recommendand perform client-approved services andtreatments to create finished hairstyles.

Module COS3080: Permanent Waving 5(Designer)Students identify and describe designertechniques, processes and implements used topermanently wave hair, complete a chemicalprocess for each designer technique, anddescribe the advantages and disadvantages ofeach technique.

Module COS3090: Relax/Straighten HairStudents describe the purposes and productsavailable to physically and chemically relaxand straighten hair, and identify, describe andpractise safe relaxing and straighteningtechniques.

Module COS3100: Wave, Relax &Straighten Hair (Client Services)Students analyze a client's hair and scalp, andrecommend appropriate waving, relaxing andstraightening services.

Module COS3110: Colouring 2 (Permanent)Students describe the purposes and principles ofpermanent haircolouring, identify permanentcolouring products, their active ingredients andtheir effects on the hair and possible effects onthe body, and demonstrate skin and strandtesting and retouch and whole head colourapplications.

Module COS3120: Colour Removal 2Students analyze the condition of the hair andscalp and the nature of colour in/on hair, andprepare and apply various colour removalproducts to regrowths and whole heads of hair.

Module COS3130: Colouring & Removal 2(Client Services)Students analyze the condition of a client's hairand scalp, consult with the client, andrecommend, prepare for, and perform colouringand colour removal services.

Module COS3140: Body TherapyStudents apply available technology to providetherapies (heat, electrical and light), applyprinciples and practices of body therapy, andapply skin care products to body surfaces.

Module Descriptions Cosmetology Studies /B.9©Alberta Education, Alberta, Canada 20 (1997)

Module COS3150: Hair RemovalStudents describe temporary and permanent hairremoval methods, classify each method as aphysical, chemical or electrical procedure, andidentify and describe safety and sanitarypractices for each procedure.

Module COS3160: Skin Care 3 (ClientServices)Students analyze a client's skin and determineskin care needs, consult with the client, andrecommend, prepare for, and perform approvedskin care services.

Module COS3170: Male Facial Grooming 1Students describe principles and demonstratepractices for male facial grooming, includingbasic skin care, shaving, moustache/beardshaping, trimming and waxing, and nasal andaural hair removal.

Module COS3180: Male Facial Grooming 2(Client Services)Students analyze a client's face to determinefacial grooming needs, consult with the client,and recommend and perform male facialgrooming services, as required.

Module COS3190: Nail TechnologyStudents describe causes of nail breakage anddamage, demonstrate techniques used to repairdamaged nails and apply artificial nails, anddescribe effects of artificial/sculptured nails onnatural nails.

Module COS3200: PedicuringStudents describe relationships between a

manicure and pedicure, and identify anddemonstrate a pedicuring procedure, includingfoot massage.

Module COS3210: Nail Care (ClientServices)Students analyze client's hands, feet and nailsand determine manicure/pedicure needs, consultwith the client and recommend services andproducts to enhance the condition andappearance of nails, and use availabletechnology to perform manicures/pedicures andrelated services.

Cosmetology Studies /13.10

Module COS3220: Wigs & ToupeesStudents identify the purpose of wigs andtoupees, and factors affecting the quality of wigsand toupees, and demonstrate safe and sanitaryprocedures used to clean, colour, cut, fit, repairand style wigs and toupees, as well as take headmeasurements and samples.

Module COS3230: Hair Goods (ClientServices)Students analyze hair goods, make decisionsrelating to services needed, perform client-approved services to hair goods, and take aclient's head measurements in preparation forordering a custom-made hair good.

Module COS3240: Theatrical Makeup 3(Changing Images)Students identify materials and describeprocedures used to construct and apply two- andthree-dimensional makeup and prostheses,analyze images of characters and design, andplan and apply theatrical makeup to recreateimages of characters.

Module COS3250: Theatrical Makeup 4(Client Services)Students provide a client or client group withthe theatrical makeup services to create imagesthat are appropriate to different lighting andportrayal conditions.

Module COS3260: Facial & BodyAdornmentStudents identify adornments available toenhance or change appearances, describe effectsof different adornments, demonstrate safe andsanitary service procedures, and explorealternative forms of body adornment.

Module COS3270: Creative CosmetologyStudents describe current cosmetology-relatedfashions, fads and trends, and apply designprinciples to create skin, hair and nail stylingsthat may become fads or trends.

21 Module Descriptions(1997) ©Alberta Education, Alberta, Canada

Module COS3280: Sales & Service 2Students distinguish between sales and servicetechniques that encourage positive clientresponses and those that evoke negativeresponses, demonstrate effective sales andservice techniques, and identify and demonstrateduties performed by salon receptionists.

Module COS3290: Competition CosmetologyStudents identify opportunities to participate incompetitions relating to cosmetology, describethe qualities needed to be competitive and thejudging systems used at various levels ofcompetitions, and demonstrate ability to becompetitive in one or more areas ofcosmetology.

BEST COPY AVAILABLE

2Module Descriptions Cosmetology Studies /B.11©Alberta Education, Alberta, Canada (1997)

RECOMMENDED LINKAGE MODULESIN THE CONTEXT OF COSMETOLOGYSTUDIES

See Section H (Linkages/Transitions) for furtherdetails on the following modules.

Module DES1020: The Design ProcessStudents identify the elements of design andbasic design processes and creates and/orchange body images with the aid of cosmeticsand other related materials. See Design StudiesGuide to Standards and Implementation.

Module ENT1010: Challenge & OpportunityStudents apply strategies and developcompetencies associated with being enterprisingand innovative, describe the process and parts ofa venture plan, and assess a variety of ventureopportunities related to cosmetology. SeeEnterprise and Innovation Guide to Standards andImplementation.

Module ENT1020: Planning a VentureStudents demonstrate qualities that initiatechange, and selects, plans and assess acosmetology-related venture. See Enterprise andInnovation Guide to Standards andImplementation.

Module ENT2010: Analyzing VenturesStudents describe methods for analyzing andevaluating ventures, examine criteria importantto a venture's success in a cosmetology-relatedarea, conduct market research and analyzes data,and use data to assess ventures. See Enterpriseand Innovation Guide to Standards andImplementation.

Module ENT2040: Implementing theVentureStudents determine the start-up requirements fora cosmetology-related venture, establishmanagement procedures required to start theventure, and demonstrate leadership qualities inimplementing the venture. See Enterprise andInnovation Guide to Standards andImplementation.

Module ENT3010: Managing the VentureStudents manage the cosmetology-relatedventure by establishing a variety of managementprocedures, examine critical risks and developcontingency procedures, and monitor theventure plan and revise as necessary. SeeEnterprise and Innovation Guide to Standards andImplementation.

23

Cosmetology Studies 8.12 Module Descriptions(1997) ©Alberta Education, Alberta, Canada

SECTION C: PLANNING FOR INSTRUCTION

CTS provides increased opportunity for junior andsenior high schools to design courses based on theneeds and interests of their students and thecircumstances within the school and community.Some strands may be appropriately introduced atthe junior high school level. Other strands aremore appropriately introduced at the senior highschool level or to Grade 9 students. Refer to thissection for recommendations regarding theCosmetology Studies strand, or the CTS Manualfor Administrators, Counsellors and Teachers fora summary of the recommended grade levels foreach strand.

PLANNING FOR CTS

Defining Courses

Schools determine which strands and modules willbe offered in a particular school, and will combinemodules into courses.

Each module was designed for approximately25 hours of instruction. However, this time frameis only a guideline to facilitate planning. The CTScurricula are competency based, and the studentmay take more or less time to gain the designatedcompetencies within each module.

A course will usually consist of modules primarilyfrom the same strand but, where appropriate, mayinclude modules from two or more strands. Referto the Career & Technology Studies Manual forAdministrators, Counsellors and Teachers(Appendix 4) for more information on coursenames and course codes.

Module selection and sequencing should consider:

prerequisite(s)supporting module(s) (other CTS modules thatmay enhance the learning opportunity ifoffered with the module)module parameters

instructional qualifications, if specializedequipment and facility requirements, ifspecialized.

The module parameters are defined for eachmodule in Sections D, E and F of this Guide.

Degree of Flexibility

The CTS program, while designed using themodular structure to facilitate flexible time-tablingand instructional delivery, does not mandate thedegree of flexibility a school or teacher will offer.The teacher and school will determine the degreeof flexibility available to the student. Within theinstructional plan established by the school, thestudent may:

be given the opportunity to progress at a ratethat is personally challenginghave increased opportunity to select modulesthat develop competencies he or she findsmost relevant.

Integrating Basic Competencies

The basic competencies relate to managinglearning and resources, problem solving andinnovation, communicating effectively, workingwith others and demonstrating responsibility aredeveloped throughout the CTS program, and arewithin each module.

Assessment of student achievement on the basiccompetencies is integrated throughout the othermodule learner expectations. Refer to Section G(Assessment Tools) of this Guide for thedescription of student behaviours expected at eachof the four developmental stages defined for thebasic competencies.

Assessment of basic competencies could includeinput and reflection involving the student,teacher(s), peers and others. Description of theobserved behaviour could be provided through acompetency profile for the module. Positive,ongoing interaction between the student andteacher will support motivation for student growthand improvement.

Planning for Instruction CTS, Cosmetology Studies /C.1©Alberta Education, Alberta, Canada 4 (1997)

Assessing Student Achievement

Assessing student achievement is a process ofgathering information by way of observations ofprocess, product and student interaction.

Where appropriate, assessment tools have beendefined to assist the teacher and student in theassessment. Refer to Section G (AssessmentTools) of this Guide for copies of the various tools(worksheets, checklists, sample questions, etc.).

A suggested emphasis for each module learnerexpectation has also been established. Thesuggested emphasis provides a guideline to helpteachers determine time allocation and/or theappropriate emphasis for each MLE and studentgrade.

Recognizing Student Achievement

At the high school level, successful demonstrationof the exit-level competencies in a modulequalifies the student for one credit. Refer toSection A of this Guide for more detailedinformation about how curriculum and assessmentstandards are defined in CTS. Refer to the Career& Technology Studies Manual for Administrators,Counsellors and Teachers (Appendix 12) for moreinformation on how student achievement can berecognized and reported at the school andprovincial levels.

Portfolios

When planning for instruction and assessment,consider a portfolio as an excellent tool to provideevidence of a student's effort, progress andachievement. Portfolios will aid students inidentifying skills and interest. They also providethe receiving teacher, employer and/orpost-secondary institution proof of a student'saccomplishments. The make-up and evaluation ofthe portfolio should be a collaborative agreementbetween the student and teacher.

Resources

A comprehensive resource base, including print,software and audio-visual, has been identified tosupport CTS strands. It is intended that theseresources form the basis of a resource centre,encouraging teachers and students to access awide selection of resources and other informationsources throughout the learning process. Unlessotherwise noted, these resources are considered tobe suitable for both junior and senior high schoolstudents.

Authorized resources may be obtained from theLearning Resources Distributing Centre ordirectly from the publisher or distributor. Refer toSection I (Learning Resource Guide) for thecomplete resource list including curriculumcorrelations and resource annotations. Additionalsources refer to noncommercial or governmentagencies that offer resources that may be ofassistance in this strand.

Sample Student Learning Guides

In addition to the resources, Sample StudentLearning Guides are available for some modulesin Cosmetology Studies (refer to Section J of thisGuide). These samples, designed for individualstudent or small group use, provide aninstructional plan for selected modules andinclude the following components:

Why take this module?What are the entry-level competencies?What are the exit-level competencies?What resources may be accessed?What assignments /activities must be completed?What are the time lines?How will the final mark be calculated?

25C.2/ Cosmetology Studies, CTS Planning for Instruction(1997) ©Alberta Education, Alberta, Canada

PLANNING FOR COSMETOLOGY

The following suggestions are provided to assistteachers and school and school systemadministrators as they plan to deliver modulesfrom the Cosmetology Studies strand.

Selecting Modules

The scope and sequence chart in Section Bprovides an overview of the Cosmetology Studiesmodules, indicating prerequisites and theme areas.Brief descriptions of the modules follow the scopeand sequence chart in Section B.

At the junior high level, a basic CosmetologyStudies course might comprise the followingmodules:

Personal ImagesSkin CareManicuring 1.

Additional modules to consider, at the junior highlevel, are:

Hair Graphics 1Hair & Scalp Care 1.

Please consult Section D of this Guide for moduleparameters required for these two modules.

The following is a sample of a 3-credit course.

MODULES

Personal Images (COS1010)

Skin Care (COS1060)

Manicuring 1 (COS1070)

RATIONALE/LEARNINGS

Students develop an increased appreciationfor the significance of personal grooming invarious life situations. As well, they developthe ability to analyze personal groomingneeds and perform basic grooming practices(including skin, scalp, hair and nail cleansingand care) on themselves and others.

This course complements other CTS strands,including Tourism Studies and Foods, andother core programs such as science andsocial studies. The course also providesstudents with opportunities to identify, useand compare personal and professionalgrooming practices, equipment, tools andmaterials.

Organizing for LearningAt the high school level, Cosmetology Studiesmodules may be offered by schools as courses that Before selecting modules, teachers should checkcombine 3, 4 or 5 modules for 3, 4 or 5 credits, the module parameters outlined in each modulerespectively. (see Sections D, E and F of this Guide).

Courses may be designed using only CosmetologyStudies modules or by combining these moduleswith modules from other CTS strands; e.g.,Enterprise and Innovation, and Design Studies.

Cosmetology Studies will benefit from interactionand partnership with community members as wellas access to up-to-date information sources.

Special Considerations

Module COS3260 Facial & Body AdornmentThe school jurisdiction should be consulted toensure that optional areas of instruction in thismodule are acceptable.

Scenario ASept.

1

2

3

Jan./June

Modules may be taught sequentially.

Planning for Instruction 26 CTS, Cosmetology Studies /C.3©Alberta Education, Alberta, Canada (1997)

Scenario BSept.

1

2

3

Jan./June

One module may be taughtthroughout the course (e.g., 20minutes per class) in conjunctionwith two other modules.

Teachers can also allow students to progress at arate that is personally challenging; e.g.:

Scenario CSept.

Jan./June

All students take one or twomodules together, then are able toselect modules from a menu ofmodules.

Scenario D

Jan./June

From a list of modules defined bythe teacher, the students selectwhich ones they will work on and,in consultation with the teacher,establish timelines for completionand submission of assignments, etc.

Identifying Linkages

Specific modules from other strands have beenincluded in Section H (Linkages/Transitions).Their inclusion indicates that the content of thesemodules is integral to the Cosmetology Studiesstrand as well as to their strand of origin.

Modules from other strands included in thisdocument are:

Design Studies strand:

DES1020 The Design Process

Enterprise and Innovation strand:

ENT1010ENT2020ENT2010ENT2040ENT3010

Challenge & OpportunityPlanning a VentureAnalyzing VenturesImplementing the VentureManaging the Venture

Section H of this Guide describes additionallinkages within CTS and with core andcomplementary programs. Project modules arenot designed to be offered as distinct courses andshould not be used to extend Work Experience 15,25 and 35 courses.

Note that project, leadership and other modulesfrom the Career Transitions strand may becombined with modules from CosmetologyStudies to provide increased opportunity forstudents to develop expertise and refine theircompetencies.

Improving Smooth Transitions to theWorkplace and/or Post-secondary Programs

Section H of this Guide describes potentialtransitions students may make into the workplaceand/or related post-secondary programs or otheravenues for further learning.

C.4/ Cosmetology Studies, CTS Planning for Instruction(1997) ©Alberta Education, Alberta, Canada

MODULE CURRICULUM AND ASSESSMENT STANDARDS:

SECTION D: INTRODUCTORY LEVEL

The following pages define the curriculum and assessment standards for the introductory level ofCosmetology Studies.

Introductory level modules help students build daily living skills and form the basis forfurther learning. Introductory modules are developed for students who have no previousexperience in the strand.

Module learner expectations define the competencies a student must demonstrate toachieve success in a module. Assessment standards define the criteria and conditions to beused for assessing the competencies defined in the module learner expectations.

Specific learner expectations provide a detailed framework for instruction to help studentsbuild the competencies defined in the module learner expectations. Additional informationand suggestions for instruction are provided in the Notes column; teachers may wish to usethis space to record their ideas for instruction or student projects.

Module COS1010: Personal Images D.3Module COS1020: Hair Graphics 1 D.7Module COS1030: Hair & Scalp Care 1 D.9Module COS1040: Forming & Finishing 1 D.13Module COS1050: Permanent Waving 1 (The Physical Process) D.17Module COS1060: Skin Care 1 (Basic Practices) D.21Module COS1070: Manicuring 1 D.25Module COS1080: Theatrical Makeup 1 (Basic Principles) D.27

28Introductory Cosmetology Studies /D.1©Alberta Education, Alberta, Canada (1997)

IIIMODULE COS1010: PERSONAL IMAGES

Level: Introductory

Theme: Images and Practices

Prerequisite: None

Module Description: Students develop increased appreciation for the significance of personalgrooming in various life situations, as well as the knowledge and skills requiredto perform basic grooming practices.

Module Parameters: Access to a personal grooming facility and related equipment and materials.

Curriculum and Assessment Standards

Module LearnerExpectations

Assessment Criteria and Conditions SuggestedEmphasis

The student will: Assessment of student achievement should be based on:

appreciate that one's Process in which the student will:appearance is a mode of given personal grooming performance criteria andcommunication with resources relating to personal grooming, listothers

describe the relationship

preferred grooming practices and products andgive reasons for choices.

25

between a well-groomed Assessment Toolappearance and a Board Exam Review for Cosmetology:positive self-concept and Your Professional Imagedevelop a personalgrooming plan Applied Problem Solving in which the student will: 25

develop a personal grooming plan.identify, compare, applyand assess personal Product in which the student will: 35

grooming practices andproducts that contribute

demonstrate the application of his or her personalgrooming plan consistently 15

to healthfulness demonstrate the safe and sanitary handling and useof personal grooming materials.

Assessment ToolCOSTAT1010: Personal ImagesCOSSAT1010: Personal Images

demonstrate basic Observations of individual effort and interpersonal Integrated

competencies. interaction during the learning process. throughout

Assessment ToolBasic Competencies Reference Guide and any

assessment tools noted above

Introductory©Alberta Education, Alberta, Canada

BEST COPY AVAILABLE

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CTS, Cosmetology Studies /D.3(1997)

MODULE COS1010: PERSONAL IMAGES (continued)

Concept Specific Learner Expectations Notes

Grooming Defined/Described

The student should:

define the term grooming and describe it fromdifferent points of view:

culturalpersonalclassmatesworld of work.

Reference currentgrooming, teenmagazines andnewspapers.

Grooming asCommunication

identify grooming practices/conditions that affectverbal/non-verbal communication:

to selfto others.

Healthfulness andWell-being

list and describe grooming practices thatcontribute to healthfulness and a sense of well-being in various situations; e.g., school, home,workplace

describe how appearance and, thus, groomingmay influence self-confidence and interpersonalrelationships.

Hygiene andSanitation

identify, define and describe practices relating to:personal hygienepublic hygienesanitationsterilization of tools and equipment.

30

D.4/ Cosmetology Studies, CTS Introductory(1997) ©Alberta Education, Alberta, Canada


Components ofGrooming

The student should:

identify and describe personal hygienecomponents of grooming:

skin carehair carefacial carehand and nail care

identify and describe other components ofgrooming that contribute to healthfulness andwell-being including:

postureexerciserestnutrition.

Doctor or nurse may beconsulted.

Factors AffectingGrooming

describe factors affecting grooming choices andpractices.

Grooming Productsand Implements

investigate and describe grooming products andimplements available for:

personal useprofessional use

apply informed decision-making skills in theselection and use of grooming products andappliances and describe the impact thesedecisions may have on the environment.

Contact cosmeticians inlocal department storesand pharmacies.

Consult information itemspublished by Healthand Welfare Canada.

Grooming Practices demonstrate practices contributing to his or herpersonal grooming including:

hair care; e.g., forming, finishingfacial care; e.g., cleansing, toning, nourishinghand and nail care; e.g., cleansing, filing

apply knowledge of grooming to make effectivedecisions, solve problems and evaluate practicesassociated with grooming.

Introductory©Alberta Education, Alberta, Canada 31


MODULE COS1020: HAIR GRAPHICS 1

Level: Introductory

Theme: Hair and Scalp Care

Prerequisite: COS1010 Personal Images

Module Description: Students handle hair confidently; brush, comb and part hair correctly; and createropes, knots and two- or three-strand braids.

Module Parameters: Access to a personal or professional grooming facility.





distinguish among and Concept Testing in which the student will:name different prepare and present a report distinguishing among 10techniques used to create different hair graphics and the technique used tohair graphics create them.

identify and describe Assessment Tool 10

safety and sanitationpractices used when

CTS Rubric: Presentation/Reports

creating hair graphicsProcess in which the student will: 30

handle brushes and combs in a sanitary manner, tohandle hair confidently control, direct and part hair without causingwhile using a variety ofimplements to control,direct and part hair

damage to hair or discomfort or injury to the scalp.

Product in which the student will:produce and secure correctly each of the following 50

create and properly graphics:secure hair graphics rope graphicsincluding ropes, knots knot graphicsand two- and three- two-strand braidsstrand braids three-strand braids.

Assessment ToolCOSTAT1020: Hair Graphics 1






3 2 CTS, Cosmetology Studies /D.7

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MODULE COS1020: HAIR GRAPHICS 1 (continued)


Implements andMaterials

The student should:

identify and describe the implements andmaterials used to control, direct and part hair.

Controlling,Directing andParting Hair

describe and demonstrate the use of hands tocontrol, direct and part hair

demonstrate correct handling of implements tocontrol, direct and part hair

create straight, curved and diagonal partings.

Hair Graphics:Techniques

define and describe the term hair graphics

distinguish among ropes, knots and braids.

Observe hair graphicsworn by people ofvarious cultural groups.

Creating HairGraphics

create and secure a variety of hair roping effects:single-strand ropesdouble-strand ropestriple-strand ropes

create and secure a variety of braids:two-strand braids; e.g., ponytail, fishtail effectthree-strand braids; e.g., visible braiding,invisible braiding

create a secure hairstyle by combining two ormore different hair graphic techniques.

Shoe laces or similarmaterials may be usedto practise basic roping,braiding and knottingtechniques.

Safety andSanitation

identify and follow safe and sanitary practiceswhen using materials to rope, knot and braid hair

maintain a clean, safe work area

clean and return implements and materials toproper storage areas after use.

33D.8/ Cosmetology Studies, CTS(1997)


MODULE COS1030: HAIR & SCALP CARE 1

Level: Introductory



Module Description: Students analyze and describe the structure and condition of hair and scalp, aswell as identify and use basic cleansing and surface conditioning products.

Module Parameters: Access to a personal and professional grooming facility.

Note: Journeyman hairstylist qualification required.





describe the structure, Concept Testing in which the student will:functions and conditionsof the hair and scalp

given 30 questions relating to hair and scalp care,answer a minimum of 25 questions correctly.

20

describe internal and Assessment Tool

external factors that may Board Exam Review for Cosmetology:

affect the hair and scalp DrapingShampooing, Rinsing and Conditioning

select and use a varietyof hair and scalp care Process in which the student will: 20products and implementsto perform hair and scalp

analyze a minimum of six hair and scalps andrecord the analyses on a record chart.

care treatments Product in which the student will: 40including brushing,combing, cleansing and

perform brushing, combing, cleansing andconditioning treatments to quality standards

conditioning indicated on a hair and scalp care performancechart

perform hair and scalp follow safe and sanitary industry practices as 20care treatments in a safe indicated on a hair and scalp care performanceand sanitary manner chart.

Assessment ToolCOSTAT1030: Hair & Scalp Care 1COSSAT1030: Hair & Scalp Care 1






BEST COPY AVAILABLE

34CTS, Cosmetology Studies /D.9

(1997)

MODULE COS1030: HAIR & SCALP CARE 1 (continued)


Hair Structure andFunctions

The student should:

identify and describe basic structures of hair:cuticlecortexmedulla

describe the functions of hair.

Access to and use of agood microscope willfacilitate learning.

Hair and ScalpConditions

identify and describe basic conditions of hair:normaloily

drychemically processed

identify and describe basic conditions of thescalp:

normaloilydryflaky

describe factors affecting the condition of the hairand scalp:

physicalchemicalhealthwellness.

Cleansing andConditioningProducts

identify products available to cleanse andcondition hair and scalp for:

personal useprofessional use.

Contact manufacturers,jobbers, drug anddepartment stores.

Hair Brushing andCombing

handle hair brushes and combs correctly toremove tangles, control and direct hair

section hair and handle a hair brush correctly torelease excess scalp tissue and help removeunwanted hair coatings; e.g., hair spray, grit.

D.10/ Cosmetology Studies, CTS(1997)

35 Introductory©Alberta Education, Alberta, Canada


The student should:

Draping describe the purpose and materials used to drape aclient

drape client for a wet service

remove draping after completing the wet service.

Shampooing identify steps in the shampooing procedure

drape and protect the client

analyze the basic condition of the hair and scalp

select a shampoo appropriate to the condition ofthe hair and scalp

perform each step in the shampooing procedure inthe correct order including:

wettingapplying and distributing shampoomassaging the scalprinsingcheckingtowel drying.

Conditioning analyze the basic condition of the hair and scalpand determine the need for conditioning

select an instant conditioner appropriate to theneeds of the hair and scalp

read and interpret the manufacturer's instructionsfor using the selected conditioner

apply conditioner according to manufacturer'sinstructions

allow conditioner to process, if necessary

complete conditioning process as instructed.



(1997)



The student should:

Safety and identify and follow safe and sanitary practices Obtain local and

Sanitation provincial health andprotect client and client's property whileproviding services

safety regulations.


sanitize and return equipment and materials toproper storage/laundry areas after use.

37


MODULE COS1040: FORMING & FINISHING 1

Level: Introductory


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1

Module Description: Students wave, curl and style hair, using a variety of equipment, tools and supplyitems.

Module Parameters: Access to a personal or professional grooming facility.






identify and describe Concept Testing in which the student will:techniques available for given 30 questions relating to forming and 25

forming and finishing finishing, answer a minimum of 25 questionshair correctly.

select and use Assessment Toolappropriate equipment, Board Exam Review for Cosmetology:implements and Finger Wavingmaterials for forming Wet Hairstylingand finishing hair into Thermal Hairstylingselected hair effects and 75hairstyles Product in which the student will:

perform forming and finishing techniques suited toperform all forming andfinishing activities in asafe and sanitary manner

selected hairstyles and hair effects to quality,safety and sanitation standards.

Assessment ToolCOSTAT1040: Forming & Finishing 1





BEST COPY AVAILABLE



MODULE COS1040: FORMING & FINISHING 1 (continued)


Forming Hair(Theory)

The student should:

define and describe the term forming hair

describe techniques used to form hair:blow-drying/blow wavingironingwavingpin curlinghand shaping

identify and describe implements used to formhair:

blow-dryerscurling ironsrollersclipssetting combsbrushescombs.

Materials identify and describe materials used to assistforming of hair:

moussegelslotions.

Draping drape client for a dry service

remove draping after completing the dry service.

Forming Hair(Applications)

. Blow-Drying/BlowWaving

describe and demonstrate safe handling of hairforming implements to protect:

selfclientsothers

identify and safely operate blow-dryer controls

demonstrate use of blow-dryer in combinationwith a comb or brush to:

dry and control hairdirect hairshape hair

Have students readmanufacturer'sinstructions before use.

D.14/ Cosmetology Studies, CTS(1997) 39



The student should:

Iron Curling identify and safely operate electrical curling ironcontrols and manipulate the iron

distinguish between different types and sizes ofcurling irons

manipulate the iron in combination with a combto section and curl short to medium (5 cm to 15cm) lengths of hair:

on-baseoff -base

Roller Setting identify and describe different types and sizes ofrollers and devices used to secure them

section, hold hair strand, wind, position andsecure rollers in on-base positions

Finger Waving describe and distinguish between a shaping and afinger wave

use a wave comb to create simple shapings

use a wave comb to form a strip/section of fingerwaves.

Finishing Hair define and describe the term finishing hair

describe techniques used to finish hair:brushing/back brushingcombing/back combingshaping/styling.

Finishing identify and describe implements used to finishImplements hair:

brushes (e.g., straight, curved, round)combspicksrakes.


4 0 CTS, Cosmetology Studies /1).15(1997)



FinishingTechniques

The student should:

describe techniques used to finish hair:hand shaping/stylingbrushing/back brushingcombing/back combingpicking

identify, describe and apply finishing cosmetics.

Forming andFinishing aPreferred Style

select and use appropriate forming and finishingtechniques to create a preferred style.


identify and follow safe and sanitary practiceswhen using finishing implements and materials

protect client and client's property whileproviding services


sanitize and return implements and materials toproper storage areas after use.

Review local andprovincial health andsafety regulations.

41


MODULE COS1050:

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

PERMANENT WAVING 1 (THE PHYSICAL PROCESS)

Introductory

Chemical Services: Permanent Waving

COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1

Students section, block and wind hair for a basic permanent wave, usingconventional waving rods and supplies.

Access to personal or professional grooming facility.

Note: Journeyman hairstylist qualification desirable.





describe the history of Concept Testing in which the student will:permanent waving

distinguish between the

present a verbal, written or other description of thehistory of permanent waving

10

physical and chemical given 20 questions relating to permanent waving

processes involved in the the physical process, answer all questions 20

permanent waving of correctly.

hair Assessment Tool

perform basicBoard Exam Review for Cosmetology:

sectioning, blocking and Permanent Waving

winding techniques Process and Product in which the student will:

demonstrate alternative perform techniques related to the physical process

sectioning, blocking and including:

winding techniques basic technique/patterna minimum of two alternative

3040

identify and follow safeand sanitary practices

techniques/patterns.

Assessment Toolmaintain records of COSTAT1050: Permanent Waving 1 (Theprocesses used Physical Process)

COSSAT1050: Permanent Waving 1 (ThePhysical Process)





Introductory©Alberta Education, Alberta, Canada 4 2


BEST COPY AVAILABLE

MODULE COS1050: PERMANENT WAVING 1 (THE PHYSICAL PROCESS) (continued)


The student should:

Permanent Waving: research and describe the major developments inHistory permanent waving:

equipment/toolschemicals

identify and describe permanent wavingtechnology currently available.

Permanent Waving: identify and describe the major processesProcesses involved in permanent waving:

physical processchemical process.

Permanent Waving:Physical Process

Steps identify and describe the steps in the physicalprocess of permanently waving hair:

sectioningblockingwrappingwindingsecuring

Rods and Wraps identify shapes and sizes of conventionalpermanent waving rods

describe the uses and effects of rods withdifferent shapes and sizes

demonstrate methods of securing conventionalrods

describe purposes of permanent wave wraps

Sectioning part hair and secure each section to create a basicsectioning pattern

identify order in which sections should beblocked, wrapped and wound

Blocking part sections into blocks to correspond to thediameter and length of rods to be wound and inrelation to hair length and density

hold hair perpendicular to the block




Wrapping

Winding andSecuring

The student should:

wrap blocks using acceptable wrappingtechniques:

single wrapdouble wrapenvelope wrap

discuss the advantages/disadvantages of differentwrapping techniques

wind rods to sit on-base, half-base, off-base

ensure rods are wound with proper tension

secure each rod without causing marks or damageto other hair.

Keeping Records record details of procedure used on a permanentwave record card; e.g., pattern, rods.


identify and follow the safe and sanitary practiceswhen using permanent waving materials


sanitize and return materials to proper storageareas after use

dispose of all waste materials in anenvironmentally safe manner.


Introductory 4 4 CTS, Cosmetology Studies /D.19©Alberta Education, Alberta, Canada (1997)

411MODULE COS1060: SKIN CARE 1 (BASIC PRACTICES)

Level: Introductory

Theme: Skin Care


Module Description: Students identify the basic structures and functions of the skin, analyze skin andperform basic skin care practices, including cleansing, toning, nourishing andprotecting.

Module Parameters: Access to a personal or professional personal grooming facility.





describe the functions of Concept Testing in which the student will:skin and identify the given 30 questions relating to skin care, answer a 40basic structure of skin,types of skin and factorsthat affect the condition

minimum of 25 questions correctly.

Assessment Tool

of skinBoard Exam Review for Cosmetology:

Theory of Massageanalyze skin, determine Facialsskin types and performbasic skin care,including safe and

Facials and Makeup

Professional Product in which the student will:

sanitary: perform six skin analysis and six skin care

cleansing procedures including:

toning skin analysis 30

nourishing skin care. 30

protecting Assessment ToolCOSTAT1060: Skin CareCOSSAT1060: Skin Care






BEST COPY AVAILABLE

45 CTS, Cosmetology Studies /D.21(1997)

MODULE COS1060: SKIN CARE 1 (BASIC PRACTICES) (continued)


Anatomy,Physiology,Histology

The student should:

define the terms anatomy, physiology andhistology.

Physiology of Skin describe functions of skin

identify and describe skin functions that may beaffected by a cosmetologist.

Anatomy/Histologyof Skin

identify and describe the basic structure andfunction of:

major areas of the skinappendages of the skin:

hair, nailsglands.

Consult with teachers ofscience courses; e.g.,biology, Science 10.

Keratinization define the terms protein and keratin and describetheir relationship to skin

describe the basic principles of keratinization

explain how keratinization helps ensure healthyskin.

Skin Types andConditions

identify and describe the appearance of healthyskin

identify and describe basic skin types:normaldryoilycombination

describe factors that may affect skin condition:heredityenvironmentchemicalshealthwellness

describe lesions, disorders and diseases of skin.

D.22/ Cosmetology Studies, CTS(1997)

46Introductory



Skin Care Cosmetics

The student should:

identify and describe the use of cosmeticsavailable to cleanse, tone, nourish and protect theskin.

Skin CareProcedures

Cleansing

Toning

Nourishing

Protecting

define and describe procedures used to care forskin:

cleansingtoningnourishingprotecting

identify products and materials available to carefor skin

surface cleanse the face

apply toning cosmetics to close pores of the face

apply moisturizing agent to the face

apply makeup and/or other suitable cosmetics toprotect various areas of the face.

Have students readmanufacturer'sinstructions before use.


identify and follow safe and sanitary practiceswhen using skin care materials



dispose of waste materials in an environmentallysafe manner.




(1997)

MODULE COS1070: MANICURING 1

Level: Introductory

Theme: Nail Care


Module Description: Students identify the functions, shapes and basic structure of fingernails,conditions of hands and fingernails, and perform a plain manicure.





The student will:

describe the functionsand identify and describethe:

basic structure offingernailscommon fingernailshapesfactors affecting theconditions offingernails

identify resources usedto perform a plainmanicure

analyze hands and nails,perform plain manicuresand follow safe andsanitary practices

demonstrate basiccompetencies.

Assessment of student achievement should be based on:

Concept Testing in which the student will:given a 30-item test relating to manicuring, answera minimum of 25 items correctly.

Assessment ToolBoard Exam Review for Cosmetology:

Manicuring and Pedicuring

Process and Product in which the student will:perform, using safe and sanitary practices, sixmanicures including:

hand and nail analysesplain manicures.

Assessment ToolCOSTAT1070: Manicuring 1

Observations of individual effort and interpersonalinteraction during the learning process.



40

3030

Integratedthroughout


Manicure Defined

The student should:

define the following terms:manicuremanicurist.


4.8

FiFST COPY AVAILABLE


MODULE COS1070: MANICURING 1 (continued)


Nail Physiology

The student should:

identify and describe the functions of nails.

Nail Anatomy identify and describe the basic structure of nailsand surrounding tissues

describe parts of the nail that may be enhanced bya manicurist.

Nail Conditions,Disorders,Diseases

describe factors affecting nail condition:heredityenvironmentchemicalshealthwellness

recognize common disorders and diseases of nailsand surrounding tissues

describe conditions that may be treated by amanicurist or cosmetologist.

Consult doctor (e.g.,dermatologist) or nurse.

Nail Shapes identify common nail shapes.

Manicuring

Procedure

Resources

Performing aPlain Manicure

list the steps in a plain manicure procedure

identify, describe and list equipment, tools andother materials required to perform a plainmanicure

follow an established procedure to complete aplain manicure including:

client preparationhand and nail analysisnail filing and shapingnail cleansingcuticle shapingprotective/cosmetic applications.


identify and follow safe and sanitary practiceswhen using manicuring equipment, tools andsupplies

treat minor cuts







MODULE COS1080: THEATRICAL MAKEUP 1 (BASIC PRINCIPLES)

Level: Introductory

Theme: Special Effects/Services

Prerequisites: COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)

Module Description: Students describe the purpose and scope of theatrical makeup, identify elementsrelated to designing theatrical makeup, and use appropriate materials to performbasic theatrical makeup techniques.

Module Parameters: Access to a theatrical makeup facility and supplies.





describe the purpose and Concept Testing in which the student will:scope of theatricalmakeup and describe thebasic principles ofcolour and theatrical

given 30 test items relating to theatrical makeup,answer a minimum of 25 items correctly.

Assessment Tool

25

makeupBoard Exam Review for Cosmetology:

Facial Makeupdesign, plan and create,in a safe and sanitarymanner, basic theatrical

Process and Product in which the student will:design, plan and create a minimum of three basic

makeup theatrical makeups including:design 25plan 25execute. 25

Assessment ToolCOSTAT1080: Theatrical Makeup 1 (Basic

Principles)





BEST COPY AVAILABLE



(1997)

MODULE COS1080: THEATRICAL MAKEUP 1 (BASIC PRINCIPLES) (continued)


The student should:

Purpose of identify and describe the purpose of theatrical Consult with drama

Theatrical makeup teacher, local theatrical

Makeupanalyze and describe the effect of theatrical

performers andtheatrical makeup

makeup on: artists.

performersphotographic imagesviewers.

Basic Principles

Anatomy and relate knowledge of human anatomy andPhysiology physiology to the design and use of theatrical

makeup

identify and locate major bones of the head andface

identify and locate major bones of the arm andhand

Light and Shade describe the effect of light and shade increating/changing images

describe methods that use the principle of lightand shade to create/change images

demonstrate the use of the light and shadeprinciple to:

create a new imagechange an image

Characteristics of identify primary, secondary, tertiary andColour complementary colours and their relationship on a

colour wheel

define and describe the following characteristicsof colour:

pigmenttintshuetonesintensityshadesvalue

describe the relationship between colourcharacteristics

D.28/ Cosmetology Studies, CTS(1997) 51 Introductory



The student should:

Makeup Colour describe the purpose and value of using a systemSystems for numbering colours of theatrical makeup

identify and describe numbering and othersystems used to identify colours and types oftheatrical makeup

Light and identify sources and different types of lightLighting

describe the relationship between light rays andcolour

describe the effect of different lighting onpigment:

natural lightartificial lightcolour bulbs or filters.

Theatrical Makeup

Materials identify and describe the various items andmaterials (equipment, tools and supplies) usuallyfound in a theatrical makeup kit

identify and describe the purpose of various typesof theatrical makeup; e.g.:

cakedrYcreamgreasepaint

define the term prosthesis

describe various prosthetics used by theatricalmakeup artists

Application identify, list and describe makeup applicationTechniques techniques and implements and materials needed

for each technique

Design Procedure identify and describe a design procedure that may Reference The Design

be used to plan a theatrical makeup not requiring Process (DES1020)

prostheses module.

shows sketches, drawings, models and worksheetsthat characterize the images to be created

Introductory©Alberta Education, Alberta, Canada 52


MODULE COS1080: THEATRICAL MAKEUP 1 (BASIC PRINCIPLES) (continued)


The student should:

Planning identify and record types and colours of makeupProcedure required to create the images and record the

information on worksheets

identify implements and materials needed toapply makeup recorded on worksheets

Creating the use the products of the design and planningImages procedures as a guide to create:

new facial imagesnew hand images.

Safety and identify and follow safe and sanitary practices Review local and

Sanitation when using theatrical makeup provincial health andsafety regulations.




53



SECTION E: INTERMEDIATE LEVEL

The following pages define the curriculum and assessment standards for the intermediate level ofCosmetology Studies.

Intermediate level modules help students build on the competencies developed at theintroductory level and focus on developing more complex competencies. They provide abroader perspective, helping students recognize the wide range of related careeropportunities available within the strand.

Module COS2010: Hair Graphics 2 E.3Module COS2020: Hair & Scalp Care 2 E.5Module COS2030: Forming & Finishing 2 E.9Module COS2040: Haircutting 1 E.13Module COS2050: Hair Care & Cutting 1 (Client Services) E.17Module COS2060: Permanent Waving 2 (Cold Waving) E.21Module COS2070: Permanent Waving 3 (Heat-assisted) E.27Module COS2080: Permanent Waving 4 (Client Services) E.31Module COS2090: Colouring 1 E.35Module COS2100: Colour Removal 1 E.39Module COS2110: Colouring & Removal 1 (Client Services) E.43Module COS2120: Facials & Makeup 1 E.47Module COS2130: Facials & Makeup 2 (Client Services) E.51Module COS2140: Skin Care 1 (Client Services) E.55Module COS2150: Manicuring 2 E.59Module COS2160: Nail Art E.63Module COS2170: Manicuring 3 (Client Services) E.65Module COS2180: Hairpieces & Extensions E.67Module COS2190: Theatrical Makeup 2 (Planning the Images) E.71Module COS2200: Historical Cosmetology E.75Module COS2210: Sales & Service 1 (Principles & Practices) E.77

54Intermediate CTS, Cosmetology Studies /E.1©Alberta Education, Alberta, Canada (1997)

MODULE COS2010: HAIR GRAPHICS 2

Level: Intermediate


Prerequisites: COS1010 Personal ImagesCOS1020 Hair Graphics 1

Module Description: Students use photo or other images as guides to recreate a variety of ropes,braids, knots, rolls and twists to produce finished hairstyles.






demonstrate Concept Testing in which the student will: 25

understanding of the present a verbal, written or other explanation ofprinciples of symmetryand asymmetry asapplied to hairstyling

symmetry and asymmetry as applied to hairstyling.

Assessment ToolCTS Rubric: Presentation/Reports

select and recreate Process and Product in which the student will: 75images of ropes, braids,knots, rolls and twists toproduce secure finishedhairstyles and hairgraphics

select and recreate a variety of eight hair graphics.

Assessment ToolCOSTAT2010: Hair Graphics 2





Intermediate©Alberta Education, Alberta, Canada

BEST COPY AVAILABLE

55 CTS, Cosmetology Studies /E.3(1997)

MODULE COS2010: HAIR GRAPHICS 2 (continued)


Symmetry andAsymmetry

The student should:

define and describe the principles of symmetryand asymmetry

describe how these principles apply to:hairstyling in generalroping, braiding, knotting, rolling and twisting.

Hair Graphics identify, create and secure a variety of hair ropingeffects

create and secure a variety of hair graphics thatinclude multiple strand braids; e.g., four, six,eight strands

create symmetrical hairstyles by combining threeor more different hair graphic techniques

remove graphics from hair without damaging hair.


follow safe and sanitary practices




56

E.4/ Cosmetology Studies, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada


Level: Intermediate


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1

Module Description: Students analyze the histology and condition of hair and the relationship of hairto the scalp, and select and use appropriate hair and scalp cleansing andconditioning products.

Module Parameters: Access to a professional hairstyling facility.





The student will:

describe therelationships among:

hair conditionscalp conditionsafe and sanitary haircare practices

identify and describe thepurpose and applicationof various hair and scalpcare products andtechnologies

perform hair and scalpcare services includingclient analysis andpreparation, hair andscalp analysis, productand technologyselection, shampooingand conditioning



Concept Testing in which the student will:given 40 questions relating to hair and scalp care,answer a minimum of 30 questions correctly.


Shampooing, Rinsing and ConditioningProperties of Hair and Scalp

Applied Problem Solving in which the student will:present a written, verbal, graphic or otherdescription of hair and scalp care products andtechnologies, and their uses.

Assessment ToolCTS Rubric Presentation/Reports

Process and Production in which the student will:perform a variety of hair and scalp care services,including:

six hair care servicessix scalp care services.

Assessment ToolCOSTAT2020: Hair & Scalp Care 2




15

20

3530



BEST COPY AVAILABLE

57

CTS, Cosmetology Studies /E.5(1997)



Histology

The student should:

analyze and describe the histology of differenttypes of hair and heads of hair

define and describe factors that identify thecondition of hair including:

elasticityporositytexturedensitycolour

identify and describe the effect of other skintissues that surround the hair and hair folliclesand affect hair growth.

Hair and ScalpRelationships

describe the relationship between the hair and thescalp

describe the process of keratinization as it affectsboth the hair and the scalp

propose effects of caring/not caring for the hairand scalp and the effects of caring for one withoutcaring for the other.

Hair and ScalpCleansingProducts

identify and describe the advantages/disadvantages of different hair and scalpcleansing products

describe the action of different cleansing productson the hair and scalp

match cleansing products to the needs of differenthair and scalp conditions.

Hair and ScalpConditioningProducts andTechnologies

identify and describe the advantages/disadvantages of different types of hair and scalpconditioning products

describe the action of different conditioningproducts and technologies on the hair and scalp

match conditioning products and technologies tothe needs of different hair and scalp conditions.

E.6/ Cosmetology Studies, CTS(1997)

58 Intermediate©Alberta Education, Alberta, Canada


The student should:

Client Preparationand Analysis

greet and seat client courteously

drape client for a wet service

analyze client's hair and scalp to determinecondition and service needs

advise client of services and productsrecommended

consult with client about services and productsrecommended.

Shampooing direct and assist client to shampoo area

seat client comfortably

ensure that cape and towel(s) are appropriatelypositioned to protect client's clothing and salonequipment

select a shampoo appropriate to the condition ofthe hair and scalp

perform a complete shampoo including:checking water temperaturewetting hairapplying appropriate amount of shampoo toscalp and hairdistributing shampoo over scalp andthroughout hairmassaging the scalprinsingcheckingtowel dryinghead draping

assist client to return to setting area (whenappropriate)

follow safe and sanitary shampooing practices.


59




The student should:

Conditioning obtain client's consent for service recommended

prepare products, materials and technologyneeded to perform the service

prepare the client for wet/dry service, asappropriate

perform a surface conditioning treatment

perform a penetrating conditioning treatment

use available technology to perform scalptreatments

complete each conditioning treatment accordingto directions provided by teacher and/orproduct/technology manufacturer

re-drape client as necessary and assist client'sreturn to setting area.

Safety and follow safe and sanitary practices including the Review local andSanitation use and basic maintenance of conditioning provincial health and

technology safety regulations.


sanitize and return implements and materials toproper storage areas after use


60



MODULE COS2030: FORMING & FINISHING 2

Level: Intermediate


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2

Module Description: Students analyze head and facial features, determine suitable hairstyles, andform and finish hairstyles.







form hair by shaping,constructing and

Concept Testing in which the student will:present a written, verbal, graphic or other

15

securing a variety of pin description of factors to be considered whencurls selecting a hairstyle and the forming and finishing

finish hair by combingtechniques needed to create the hairstyle.

out constructed and Assessment Tooldried pin curls Board Exam Review for Cosmetology:

Finger WavingWet HairstylingThermal Hairstyling

identify, describe and Process and Product in which the student will: 40analyze factors that follow the teacher's directions to form and finish aaffect the selection of a minimum of two heads of hair that have beenhairstyle and the forming formed using pin curls and/or rollersand finishing techniques analyze client's needs and perform a minimum of 45suited to achieving the three combinations of forming and finishingselected hairstyle techniques.

wave and curl hair using Assessment Toola combination offorming and finishingtechniques including:

COSTAT2030: Forming & Finishing 2

pin curlingroller settingiron settingfinger wavingblow waving/styling

Intermediate CTS, Cosmetology Studies /E.9©Alberta Education, Alberta, Canada

BEST COPY AVAILABLE(1997)




The student will:








The student should:

Pin Curling

Types identify and describe types of pin curls; e.g.:sculpturestand-up/cascadeskip wavesbarrel

Purpose describe the purpose of each type of pin curl

describe the advantages/disadvantages of usingpin curls

Parts describe the different parts of a pin curl:basestemcircle

Techniques describe the effects of various pin curlingtechniques including using:

base shapeslong-stem, half-stem, no-stem pin curlsdifferent sized circlesclockwise/counterclockwise

Fastening use clips or other fasteners to properly secureeach type of pin curl

form pin curls on various parts of the scalp; e.g.:sidefrontcrownbacknape

create a variety of partial and whole head effectsusing pin curls




The student should:

Sanitation andSafety

describe and demonstrate appropriate sanitationand safety practices followed before, during andafter using pin curl fasteners.

Roller Setting

Techniques prepare, section, hold hair strand, wind, positionand secure rollers to sit:

on-basehalf-baseoff -base

relate the base position of rollers to the followingtypes of roller winding techniques:

no-stemhalf-stemfull stem

relate how roller placements affect styleoutcomes; e.g.:

circlehalf circlerectanglesquare

Advantages/Disadvantages

describe the advantages/disadvantages of usingrollers to form hair

Forming andFinishing

form and finish a variety of sets using suitableroller forming techniques


describe and demonstrate appropriate sanitationand safety practices followed before, during andafter using rollers.

Iron Setting

Operating andManipulating

safely operate and handle a variety of curlingirons

manipulate the irons to form hair of varyinglengths into curl and wave formations includingthe use of the "two-loop" technique on long hair

Advantages/Disadvantages

describe the advantages/disadvantages of using acurling iron to form hair

Intermediate©Alberta Education, Alberta, Canada 6




The student should:

Forming andFinishing

form and finish a variety of sets using a curlingiron including:

right-going wavesleft-going wavesconnecting waves


describe and demonstrate appropriate sanitationand safety practices followed before, during andafter using a curling iron.

Finger Waving apply setting lotion, shape hair and formhorizontal, diagonal, circular and vertical finger

Forming waves

Finishing describe the advantages/disadvantages of fingerwaving hairform and finish selected finger wave hairstyles.

Blow Waving/Styling

form and finish, blow wave/style hair intopreferred hairstylesdescribe the advantages/disadvantages of blow

Forming waving/styling hair.

Finishing

Hairstyling identify and describe basic:head shapesfacial shapesfacial features

describe how hairstyles can affect head and facialappearancedescribe and demonstrate hair forming andfinishing techniques that can change theappearance of head shapes, facial shapes andfacial featuresdesign and create setting patterns suited tospecific head and facial characteristicsuse combinations of forming tools and techniquesto form hair to each patternuse appropriate finishing techniques and tools tocreate hairstyles suited to different head andfacial characteristicsdescribe and demonstrate sanitation and safetypractices followed before, during and after usingfinishing tools.



MODULE COS2040: HAIRCUTTING 1

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

Intermediate

Haircutting

COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2

Students demonstrate safe handling of haircutting and hairthinning tools, anddescribe and demonstrate basic cutting methods.

Access to a professional hairstyling facility.






define and describe Concept Testing in which the student will:terms related to given 30 test items relating to haircutting, respond 20professional haircuttingand explain whyprofessional haircutting

correctly to a minimum of 20 items.

Assessment Tool

is the foundation for Board Exam Review for Cosmetology:

hairstyling, other hairservices and a feature ofpersonal grooming

Haircutting

describe and Process and Product in which the student will:demonstrate safe handle haircutting and hairthinning tools safely 30handling of haircuttingand hairthinning tools

and in a sanitary manner.

interpret and follow follow cutting patterns and use a variety of 50cutting patterns to: haircutting/thinning tools to create two blunt and

section two layer cuts.

cut Assessment Toolfollow guidelines COSTAT2040: Haircutting 1section and cut hairto predeterminedshapes, lengths andstyles

COSSAT2040: Haircutting 1



rnov QVAiI ARI F

MODULE COS2040: HAIRCUTTING 1 (continued)



The student will:








The student should:

Principles and explain the purpose and basic principles ofPractices of haircutting and hairthinningHaircutting

identify and describe types of haircuts/cuttingtechniques including:

blunttaperlayershingle

explain and describe the principle of elevation asit applies to haircutting

describe and demonstrate haircutting sanitationand safety practices.

Implements identify and describe implements used to cut andthin hair; e.g.,

shears (cutting, thinning)razors (replaceable blade, straight)clippers

demonstrate proper handling, use andmaintenance of each cutting implement including:

in-use positionsat-rest positionsholding cutting implement and comb together.




The student should:

Planning a Haircut read, interpret and follow a cutting pattern

select and prepare necessary implements anddraping supplies

identify and describe uses of different sectioningpatterns

identify cutting technique(s) to be used for eachsection

determine length to be removed and elevation ofcut in different areas of the head.

Cutting with Shears

Techniques demonstrate a variety of haircutting techniquesincluding:

blunt cuttingtape cuttingslither cuttinglayer cuttingshinglingthinning

Sectioning section hair appropriate to each cut

Guidelines cut guidelines

follow guidelines to complete each section of ahaircutting pattern

Thinning thin hair in appropriate areas using:slithering techniquesthinning shears

Cutting perform a blunt cut

perform a layer cut

check each cut for shape, balance, even andblended strands

work safely and with confidence when cuttingwith shears.

Intermediate©Alberta Education, Alberta, Canada S7




The student should:

Using Razors

Handling demonstrate safe handling and confidence:holding a razormanipulating the razorremoving and replacing razor bladesdisposing of used blades

Cutting blunt cut hair using a razor

taper cut hair using a razor

thin hair using a razor

perform a complete haircut using a razorincluding:

following a cutting patternsectioning the hairparting and holding strands at properelevationsremoving hair lengthreducing hair density (thinning)checking the cut for shape, balance, even andblended strands.

Safety and follow safe and sanitary procedures Review local and

Sanitation provincial health anddescribe first aid for minor cuts safety regulations.


sanitize cutting implements and other tools aftereach use


68E.16/ Cosmetology Studies, CTS(1997)


MODULE COS2050: HAIR CARE & CUTTING 1 (CLIENT SERVICES)

Level:

Theme:

Prerequisites:

Module Description:

Intermediate

Haircutting

COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2040 Haircutting 1

Students analyze a client's need for hair and scalp care and perform thenecessary services.







meet, greet and make a Process in which the student will:client feel welcome and perform client orientation, preparation, analysis 50comfortable, and prepare and consultation procedures to standards indicatedthe client for selectedservices

on a client services performance chart.

consult with and analyzea client's needs for hairand scalp care andhaircutting services, andrecommend suitableservices

perform hair and scalp Product in which the student will: 50care and haircutting perform a variety of client services to a minimumservices agreed to by aclient in a safe andsanitary manner, andrecord information onservices performed

of six clients' satisfaction.

demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout




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Pi 9


MODULE COS2050: HAIR CARE & CUTTING 1 (CLIENT SERVICES) (continued)


Client Orientation

The student should:

greet each client by name and introduce self

follow salon/shop policy for assisting client withcoats, hats and personal belongings

direct and assist client to be seated at work area

describe client's need for hairstyling services

consult with client to determine required services.

Client Preparation analyze client's hair and scalp

recommend hairstyling services and hairstylebased on analysis

advise client of cost of each service

drape client for wet/dry service

remove hair ornaments, if present

request client to remove facial adornments, ifnecessary, and have client put them in safe place

brush hair thoroughly (before and after analysis)as needed

establish a data base (e.g., record card) for eachclient

complete record card for each service provided.

Client Services

Shampooing check that client is properly draped for a wetservice

direct and assist client to the shampoo area

position client and ensure client's neck is placedproperly on shampoo sink

ensure that cape and towel(s) are appropriatelypositioned to protect client's clothing

select a shampoo appropriate to condition of thehair and scalp

perform a complete shampoo





The student should:

Shampooing(continued)

towel dry hair

wrap hair in towel and assist client to return tosetting area if conditioning service has not beenrequested

Conditioning select the conditioner appropriate to client's needsand agreed to by client

apply conditioner and allow to process accordingto manufacturer's instructions

rinse excess conditioner from hair and scalp, ifnecessary

wrap hair in towel and assist client to return tosetting area

Haircutting re-drape client for dry service

perform haircutting/hairthinning servicesfollowing consultation with client

Forming and form hair using appropriate forming implementsFinishing to produce the desired hairstyle

dry the hair, and use appropriate finishingimplements to create a clean and suitablehairstyle.

Safety and follow safe and sanitary procedures for each Review local andSanitation service provincial health and

safety regulations.maintain a safe, clean work area





MODULE COS2060:

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

PERMANENT WAVING 2 (COLD WAVING)

Intermediate


COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1050 Permanent Waving 1 (The Physical Process)COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2

Students identify types of chemicals used to permanently wave hair and therelationship between the chemical process and the physical process. Studentsalso analyze hair and combine the two processes to perform complete coldwaves.

Access to a professional hairstyling facility.






distinguish between Concept Testing in which the student will: 25

techniques used to curlhair temporarily and

given 30 test items relating to cold waving,respond correctly to a minimum of 25 items.

permanently; describe determine pH of acid and alkaline permanent 15

the chemistry of cold waving solutionwaving, and the effects describe effects of different pH levels on the hair 20

of cold wavingchemicals on the hairand scalp

and scalp.


Permanent Waving


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72CTS, Cosmetology Studies /E.21

(1997)

MODULE COS2060: PERMANENT WAVING 2 (COLD WAVING) (continued)




prepare and protect the Process and Product in which the student will: 40client, self and others prepare clients, analyze hair and scalp and performand perform basic one or more basic cold waves, including:physical and chemical personal and workstation preparationcold waving processes in client preparationa safe and sanitary hair and scalp analysismanner, and maintainrecords of materials usedand results attained

wrap and process cold waves..

Assessment ToolCOSTAT2060: Permanent Waving 2 (Cold

Waving)COSSAT2060: Permanent Waving 2 (Cold

Waving)






Permanent WavingTechniques

The student should:

define and describe the term permanent waving

identify techniques used to permanently wave hair

distinguish between cold waving and heat waving

identify and describe similarities amongpermanent waving techniques.

73




Cold WavingProcesses

The student should:

describe the historical changes in permanentwaving techniques

explain the relationships between the twoprocesses used to cold wave hair:

physical processchemical process

describe and demonstrate steps associated witheach process.

Chemistry of ColdWaving

identify types of products/chemicals used topermanently wave hair

explain the chemistry of permanent wavingchemicals

identify and describe the chemical and physicalactions of acid and alkali permanent wavingchemicals and neutralizers on the hair and scalp

describe why the structure and condition of thehair and the scalp affects choices of:

permanent waving chemicalsneutralizing chemicals

describe the safety practices that must befollowed:

before performing a cold wavewhen using cold waving chemicals.

Curl Quality andDegree of Curl

describe and demonstrate the relationship amongsize of section, diameter of permanent wavingrods and degree of curl

identify and describe factors that may affect thequality and degree of curl including:

hair lengthhair porosityhair densityhair elasticitychemically treated hairsectioning, blocking, wrapping, winding,securing

Intermediate©Alberta Education, Alberta, Canada 7 4


MODULE COS2060: PERMANENT WAVING 2 (COLD WAVING) (continued)


Curl Quality andDegree of Curl(continued)

The student should:

describe and demonstrate varying degrees of curl

identify and describe the differences among coldwaved hair that is:

under-processedproperly processedover-processed

identify factors that determine the processing timeof a waving lotion.

Selecting ColdWaving Lotionsand Rods

identify and describe the effects of different coldwaving lotions

analyze hair and scalp and select suitable coldwaving lotion

analyze hair and select rods of suitable type,length and diameter to achieve preferred degree ofcurl.

Performing a ColdWave

Preparation

The PhysicalProcess

list the steps to be performed before giving coldwave

describe and demonstrate procedures used todetermine suitability of scalp and hair for coldwaving

describe and demonstrate hair and scalppreparation and cleansing activities necessarybefore giving a cold wave

describe and demonstrate procedures used inselecting cold waving rods and chemicals

section, block, wrap, wind and secure hair toachieve preferred waving effects

Read manufacturer'sinstructions before use.

75




The ChemicalProcess

Completing theCold Wave

The student should:

apply cold waving chemical to hair wound onrods

assess processing time

take test curls to assess degree of curl

determine when desired degree of curl is achieved

neutralize processed hair; e.g.:rinseblotair dryapply neutralizerremove neutralizer

protect the client from improper contact with coldwaving chemicals at each stage of the chemicalprocess

remove rods from hair without putting tension onhair

assess the quality and degree of curl achieved

apply finishing/conditioning rinse (if required)

prepare hair for forming and finishing.

Keeping Records record details of client, client's hair and scalpcondition

record details of sectioning pattern, rods andproducts used and quality and degree of curlachieved.


identify and follow safe and sanitary practicesincluding:

responding to allergic and sensitivity reactionspreventing chemical burns



dispose of unused chemicals and other wastematerials in an environmentally safe manner.




MODULE COS2070: PERMANENT WAVING 3 (HEAT-ASSISTED)

Level:

Theme:

Prerequisites:

Module Description:

Intermediate


COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1050 Permanent Waving 1 (The Physical Process)COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2060 Permanent Waving 2 (Cold Waving)

Students use appropriate physical and chemical processes and products toperform heat-assisted permanent waves, and analyze the quality of the waves.






The student will:

distinguish between:procedures,technologies andeffects of heat-assisted and coldpermanent waving onthe hair and scalptechnology andtechniques used inheat-assisted wavingand cold waving


Concept Testing in which the student will:given 25 test items relating to heat-assistedpermanent waving, respond correctly to aminimum of 20 items.


Permanent Waving

20


BEST COPY AVAILABLE

'I 7 CTS, Cosmetology Studies /E.27(1997)

MODULE COS2070: PERMANENT WAVING 3 (HEAT- ASSISTED) (continued)




section, block, wrap, Process and Product in which the student will:wind and process hair,using available heat-

perform one or more heat-assisted permanentwaves:

assisted waving section 5

techniques, and protect block 5

the health and safety of a wrap 10

client, self and others wind 20

lotion application 5

process check 10

neutralize 15

finish. 10

Assessment ToolCOSTAT2070: Permanent Waving 3 (Heat-

assisted)

demonstrate basic . Observations of individual effort and interpersonal Integrated





The student should:

Heat-assisted define the terms heat-assisted permanent wavingPermanent and exothermic wavingWavingProcesses describe the advantages/disadvantages of heat

waving

compare heat-assisted waving with cold waving.

Origin and identify and describe the origin of heat-assistedDevelopment waving

describe the historical and contemporary use ofheat-assisted permanent waving and machinelessmethods of permanent waving.


BEST COPY AVAILABLE



The student should:

Chemistry of Heat- distinguish among acid, acid balanced and alkaliassisted permanent waving lotions and their effects on hairPermanent structureWaving

identify and describe how acid, acid balanced andalkali waving lotions are neutralized

identify the pH of waving chemicals that requireexternal heat for processing

identify and describe heat sources used to activatewaving lotions

describe the effects of alkali and acidic wavingchemicals on the structure of hair.

The Physical Process identify and describe alternative physicalprocesses used with heat-assisted wavingtechnology

distinguish between the physical process used inheat-assisted permanent waving procedures andthe physical process used when cold waving hair.

Performing a Heat-assistedPermanent Wave

Preparation list the steps to be performed before giving a heat-assisted wave

describe and demonstrate procedures used todetermine suitability of scalp and hair for heat-assisted waving

describe and demonstrate hair brushing andcleansing activities required before giving amachine wave

describe and demonstrate procedures used inselecting heat-assisted waving rods and chemicals

The Physical section, block, wrap, wind and secure hair toProcess achieve preferred waving effects


BEST COPY AVAILABLE79 CTS, Cosmetology Studies /E.29

(1997)

MODULE COS2070: PERMANENT WAVING 3 (HEAT-ASSISTED) (continued)


The ChemicalProcess

Completing theHeat-assistedPermanent Wave

The student should:

apply heat waving chemical to hair wound on rods

determine processing time (fixed/variable)

take test curl to assess degree and quality of curl

complete the chemical process as directed by thechemical manufacturer

protect the client from improper contact withheat-assisted waving chemicals at each stage ofthe chemical process


assess the quality and degree of curl achieved



Keeping Records establish a data base (e.g., record card) for eachclient

record details of sectioning pattern, rods andchemicals used and quality and degree of curlachieved when service is completed.


identify and follow safe and sanitary practicesincluding preventing scalp burns resulting fromheat clamps, chemicals and improper winding


sanitize and return materials and technology toproper storage areas after use





MODULE COS2080: PERMANENT WAVING 4 (CLIENT SERVICES)

Level: Intermediate

Theme: Chemical Services: Permanent Waving

Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1050 Permanent Waving 1 (The Physical Process)COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2060 Permanent Waving 2 (Cold Waving)COS2070 Permanent Waving 3 (Heat-assisted)

Module Description: Students analyze the condition of hair, identify and describe available types ofpermanent waves, and recommend and perform permanent waving servicesappropriate to the client's needs and wants.






The student will:

meet, greet, welcomeand orient a client toavailable permanentwaving services

consult with and analyzea client's needs, hair andscalp condition andsuitability for permanentwaving services, andrecommend suitableservices


Process in which the student will:perform client orientation, preparation, analysisand consultation procedures to standard indicatedon a client services performance chart:

orientationpreparationanalysisconsultation/recommendation.

105

5

10

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8tCTS, Cosmetology Studies /E.31

(1997)

MODULE COS2080: PERMANENT WAVING 4 (CLIENT SERVICES) (continued)




perform permanent Product in which the student will:waving services agreedto by a client in a safe

perform permanent waving and related services,including:

and sanitary manner, and sectioning 5

record information or blocking 10

services performed wrapping 5

winding 20

applying lotion 5

checking process 10

neutralizing 10

finishing. 5

Assessment ToolCOSTAT2080: Permanent Waving 4 (Client

Services)






The student should:

Client Orientation greet each client by name and introduce self

follow salon/shop policy for assisting client withcoats, hats and personal belongings


discuss client's needs and wants for permanentwaving.


record details of sectioning pattern, rods andproducts used and quality and degree of curlachieved when service is completed.



411


Client Preparation

The student should:

analyze client's hair and scalp; assess suitabilityfor permanent waving

identify suitable alternatives and recommendpermanent waving and other services based onanalysis

determine preferred style





brush hair gently (before and after analysis) asneeded

shampoo/prepare hair as recommended bymanufacturer of permanent waving chemicals.

Read and followmanufacturer'sinstructions.

Equipment, MaterialPreparation

prepare the work area for a permanent wave

access and arrange all items required for theservice.

Test Curls take test curls to assess degree of curl and curlquality, when necessary

make changes to rod selection, blocking, lotion,as necessary.


3CTS, Cosmetology Studies /E.33

(1997)

MODULE COS2080: PERMANENT WAVING 4 (CLIENT SERVICES) (continued)


The student should:

Performing a drape client appropriately for each stage ofPermanent Wave permanent waving process

select chemicals and rods appropriate to client'sdegree of curl requirement

section hair appropriate to predetermined style

block, wrap, wind and secure hair to providefoundation to predetermined style

protect client from chemical leakage

apply waving chemical to hair that has beenwound

allow chemical to process with or without aid ofan external heat source

take test curls to assess degree of curl, ifnecessary

neutralize hair when desired degree of curl isachieved


assess quality and degree of curl achieved



Safety and demonstrate safe and sanitary permanent waving Review local andSanitation practices provincial health and

safety regulations.maintain a clean, safe work area





MODULE COS2090: COLOURING 1

Level: Intermediate

Theme: Chemical Services: Haircolouring

Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1

Module Description: Students describe the basic principles of colour and haircolouring, describe andperform patch/ predisposition and strand tests, and prepare and apply temporaryand semipermanent haircolours.






The student will:

describe and explainprinciples and practicesof colouring hair;identify and describe thedifferent types ofhaircolouring agents,their chemistry andeffects on the hair andscalp

analyze hair and scalp;determine theirsuitability for differenttypes of haircolouring;perform safe andsanitary, temporary andsemipermanenthaircolouring practices



Concept Testing in which the student will:given 50 test items relating to temporary andsemipermanent haircolouring, respond correctly toa minimum of 40 items.


Haircolouring

Process and Product in which the student will:perform hair and scalp analysis and predispositiontests; perform a minimum of three temporary andthree semipermanent haircolouring procedures,including:

analysespredisposition tests (skin/patch)strand testtemporary colour applicationssemipermanent colour processes.

Assessment ToolCOSTAT2090: Colouring 1COSSAT2090: Colouring 1




20

2020101515



BEST COPY AVAILABLE

C5CTS, Cosmetology Studies /E.35

(1997)

MODULE COS2090: COLOURING 1 (continued)


Haircolouring:Definition andPurpose

The student should:

define the term haircolouring

identify and describe the reasons for colouringhair

describe potential haircolouring clientele.

Principles ofColour andHaircolouriHaircolouring

describe the relationship between light and colour

describe the colour spectrum and its relationshipto haircolouring

identify and describe the relationships amongprimary, secondary, tertiary and complementarycolours

define related terms (e.g., tone, shade, level,virgin hair)

distinguish between adding colour to hair andremoving colour from hair.

Have students produceand explain a colourwheel.

Types ofHaircolouring

identify and distinguish among forms ofhaircolouring:

temporarysemipermanentpermanent

list examples of colouring agents for each form ofhaircolour

describe and distinguish among the action andeffect of each form of haircolouring on the scalpand on different types and colours of hair.

Chemistry ofColouring Agents

identify and describe the chemistry and activeingredients of haircolouring agents

explain the advantages/disadvantages of differenttypes of haircolouring agents used astemporary/semipermanent forms of haircolour

describe the use of aniline derivative colouringagents.



411


Hair and ScalpAnalysis

The student should:

identify and describe factors that may prohibitapplications of some or all forms of haircolouring

analyze hair and scalp to determine theirsuitability for different forms of colourapplications

describe why a test for allergic reactions shouldbe given before each application of certaincolouring agents.

Patch/PredispositionTest

describe the importance of testing the skin forallergic reactions

perform a skin test:prepare colouring agentapply mixture to selected test areaallow test to proceed for required testingperiodanalyze effect of agent on the skin

describe positive and negative results from apredisposition test

state informed decisions based on results ofpredisposition tests and other hair and scalpanalysis factors.

Strand Test describe the purpose of a strand test

mix (if necessary) and applytemporary/semipermanent haircolouring agents toa strand and assess its effects

state decisions about changing colour or colourmixture to achieve suitable shade or tone.

Temporary ColourApplications

access and arrange necessary products andapplication implements

drape and prepare the client

prepare hair, as required

Intermediate@Alberta Education, Alberta, Canada 87


MODULE COS2090: COLOURING 1 (continued)


Temporary ColourApplications(continued)

The student should:

mix (if necessary) and apply colour according tomanufacturer's instructions


SemipermanentColourApplications

access and arrange necessary products andapplication implements

ensure that patch test, if given, has a negativereaction

drape client and prepare hair for colourapplication

prepare and apply the colouring agent accordingto manufacturer's instructions

apply and process colour according tomanufacturer's instructions

take test strands to assess colour development

remove excess colouring agent from hair andscalp, following manufacturer's instructions,when colour has developed to desired level, shadeor tone

apply finishing/conditioning rinse, if required


Keeping Records establish a data base (e.g., record card) for eachclient receiving a colour service

update the data base for each successive colourapplication.


identify and follow safe and sanitaryhaircolouring practices


sanitize and return all items to proper storageareas




BS Intermediate©Alberta Education, Alberta, Canada

MODULE COS2100: COLOUR REMOVAL 1

Level: Intermediate


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2090 Colouring 1

Module Description: Students describe the basic principles of colour removal, levels of colour, colourremoval chemicals and application procedures, and prepare and apply a varietyof products to remove natural and artificial haircolour.







define terms and explain Concept Testing in which the student will: 30practices related toremoval of colour fromhair, and explain thechemistry and action of

given 30 test items relating to colour removal,respond correctly to a minimum of 25 items.

Assessment Tool

hydrogen peroxide in theBoard Exam Review for Cosmetology:

highlighting and colourremoval process

Haircolouring

analyze hair and scalp, Process and Product in which the student will:determine suitability for perform hair and scalp analyses and predispositiona colour removal tests as necessary; perform a minimum of fourprocedure, prepare, selected colour removal procedures, including:apply and process hair and scalp analyses 10

selected colour removal predisposition tests 10

agents, and follow safe colour removal procedures 40and sanitary practices finish. 10

Assessment ToolCOSTAT2100: Colour Removal 1COSSAT2100: Colour Removal 1






n CTS, Cosmetology Studies /E.39(1997)

BEST COPY AVAILABLE

MODULE COS2100: COLOUR REMOVAL 1 (continued)


Principles, Productsand Practices

The student should:

define the terms colour removal, bleaching andcolour reduction

identify colour removal products/agents

describe the uses, advantages/disadvantages ofavailable colour removal products

describe the principle of colour removal levels

describe the meaning of related terms; e.g.:pigmenttoneshadehue

distinguish among colour addition, colourreduction and colour removal processes

distinguish between the use of hair lighteners assingle-process colouring agents and their use as apart of the double process.

Chemistry of ColourRemoval

distinguish between products used to removenatural colour from hair and artificialhaircolouring

identify and describe the major chemicals used toremove natural and artificial colour from hair

describe the action of hydrogen peroxide incolour removal processes

describe the action of hair lighteners on the hairand scalp.


explain how colour removal agents may damagethe hair and damage or irritate the scalp

identify and describe factors that may prohibit theapplication of bleaches or colour reducing agents

analyze hair and scalp to determine theirsuitability for applications of colour removalagents or bleaches.




Strand Test

The student should:

describe the purpose of a strand test

mix and apply colour removal agent or bleach toone or more strands; facilitate the agent'sprocessing

identify informed decisions about the suitabilityof the agent/bleach based on results of strand test

describe the effects of overbleaching hair.

Haircuttings from clientservices may be savedand used for strandtesting.

Hair Lightening(Bleaching)Applications

access and arrange necessary products andapplication tools

prepare different types of bleaches according tomanufacturer's instructions

drape and prepare client for a wet service

section and part hair appropriately to perform:virgin head bleachretouch bleachspot/sector lighteningsingle-process highlighting

use technology to accelerate lightening action,where needed

take strand tests to assess degree of lightening andlevel of colour achieved

rinse/shampoo lightening agent from hair

apply finishing/conditioning rinse or treatment,where necessary


Highlighting/Streaking/Frosting

define and describe processes used to highlight,streak or frost hair

analyze preferred style and make decisions aboutlocating highlight(s) or streak(s)





Highlighting/Streaking/Frosting(continued)

The student should:

perform highlighting, streaking and frostingprocesses:

select and prepare lightening agentprepare client's hair and protect the scalpapply lightener to selected areasprocess hair to desired level; use technologywhere necessarytest strands for lightening achieved

remove protective/processing hair coverings andrinse/shampoo the hair

apply finishing/conditioning rinse or colourtreatment, where necessary


Removing ArtificialColour

access and arrange necessary products andapplication tools

prepare colour removal product according tomanufacturer's instructions

drape and prepare client for a wet service

apply product to hair according to manufacturer'sinstructions

take test strands to assess degree of colourremoval achieved

remove lightening agent from hair and scalpaccording to manufacturer's instructions

apply finishing/conditioning/toning rinse, wherenecessary


Keeping Records establish a data base (e.g., record card) for eachclient receiving a colour removal service

update the data base for each successive colourremoval service.


identify and follow safe and sanitary colourremoval practices





E.42/ Cosmetology Studies, CTS(1997) 92


MODULE COS2110: COLOURING & REMOVAL 1 (CLIENT SERVICES)

Level: Intermediate


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2090 Colouring 1COS2100 Colour Removal 1

Module Description: Students analyze the condition of a client's hair and scalp, and prepare for andperform colouring and colour removal services.







meet, greet, welcome Process in which the student will:and orient a client to perform a minimum of four client orientation and 20haircolouring and colour preparation procedures to standards indicated on aremoval services client services performance chart

consult with and analyze perform a minimum of four client consultation and 30

a client's needs, hair and client analysis procedures and recommend

scalp condition andsuitability forhaircolouring or colourremoval services, andrecommend suitableservices

services.

perform colouring or Product in which the student will:decolouring services perform a minimum of two colouring and two 50agreed to by a client in asafe and sanitarymanner, and recordinformation on services

colour removal services.

Assessment ToolCOSTAT2110: Colour and Removal 1 (Client

performed and chemicalsused

Services)






MODULE COS2110: COLOURING & REMOVAL 1 (CLIENT SERVICES) (continued)


Client Orientation

The student should:


follow salon/shop policy for assisting clients withcoats, hats and personal belongings


identify and describe client's needs and wants forhaircolouring services.

Client Preparation analyze client's hair and scalp; assess suitabilityfor colouring, colour removal services

identify suitable alternatives and recommendhaircolouring and other services based on analysis

consult client and determine preferred style anddesired colour service





prepare hair (e.g., brush, section, cover), asnecessary.

Patch/PredispositionTest

perform a skin test 24 to 48 hours before intendeddate of colour application (if an aniline derivativecolouring agent is to be used)

check the effects of the patch test; proceed if apositive reaction is not indicated; i.e., no adverseeffect on skin is indicated.

Equipment, MaterialPreparation

prepare the work area for specific haircolouringservice

access and arrange all items required.




Strand Test

The student should:

mix a small quantity of haircolouring or colourremoval agent according to manufacturer'sinstructions

apply the mixture to one or more strands of hairand process the colouring agent

make changes to mixture/application, asnecessary.

PerformingHaircolouringServices

drape client appropriately for each stage of thehaircolouring service

ensure that a patch/predisposition test isperformed when necessary and that results arenegative

prepare and apply colouring/colour removal agentaccording to manufacturer's instructions

allow agent to process with/without aid oftechnology, where necessary

rinse/shampoo agent from hair, where necessary



Sequencing Services state informed decisions about sequencing/scheduling chemical services; e.g., permanentwaving, haircolouring, colour removal,highlighting.


record details of hair and scalp condition, servicesprovided, chemicals used and client satisfactionwith results.





The student should:

Safety and identify and follow safe and sanitary colouring Review local and

Sanitation and colour removal practices provincial health andsafety regulations.




96


MODULE COS2120: FACIALS & MAKEUP 1

Level: Intermediate

Theme: Skin Care

Prerequisites: COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)

Module Description: Students describe the anatomy, physiology and histology of the skin and theeffect of pathogenic organisms on the body. Students also analyze facial shapesand conditions, and perform facial care and corrective makeup techniques.

Module Parameters: Access to a professional esthetology facility.





relate knowledge about Concept Testing in which the student will: 30bacteriology and human given 40 questions relating to skin care, answer aanatomy, physiology andhistology to the serviceand practice of

minimum of 30 questions correctly.

Assessmentssessment Tool

cosmetologyBoard Exam Review for Cosmetology:

FacialsFacials and Makeup

analyze facial shapes, Process and Product in which the student will:features and conditions; perform a minimum of three facial analyses and be 40identify and describe able to identify and describe treatable and non-conditions that may/may treatable skin conditionsnot be treated by a perform a minimum of three facial and makeup 30cosmetologist procedures.

perform basic facial care Assessment Tooland corrective makeup COSTAT2120: Facials & Makeup 1services in a safe andsanitary manner

COSSAT2120: Facials & Makeup 1







BEST COPY AVAILABLE

MODULE COS2120: FACIALS & MAKEUP 1 (continued)


Anatomy,Physiology,Histology

The student should:

define the terms cell, tissue, organ and system,and explain the relationship among them

identify and describe systems of the human bodyand explain the relationship among them

explain why knowledge related to anatomy andphysiology is important to professionalcosmetologists.

Bacteriology,Pathology andSanitation

define the terms bacteriology, pathogenic andnon-pathogenic

identify and distinguish between pathogenic andnon-pathogenic organisms (e.g., bacteria, viruses,fungi)

identify and describe types of pathogenic bacteriaand explain their growth, reproduction and effecton body health

describe personal and public hygiene practicestaken to control the spread of infections anddiseases

demonstrate practices used in cosmetology tocontrol the spread of infections and diseases inthe workplace.

Facial Conditions,Disorders,Analysis

identify and distinguish among lesions of the skin

analyze the face to determine condition of theskin

describe and identify conditions and disorders ofthe face

identify the conditions and disorders that may betreated/should not be treated by a professionalcosmetologist.


98Intermediate



Facial Shapes andFeatures

The student should:

identify and describe different facial shapes andfacial features

describe makeup, surgical and other techniquesthat may be used to correct/change the appearanceof facial shapes and facial features.

Facial Care describe the physical and psychological effects ofregular facial care

identify, describe and demonstrate procedures,cosmetics and implements used to perform facialcare services including:

surface and deep cleansingmassage manipulationsnourishing and moisturizingprotecting various facial areas

identify, describe and demonstrate the safe andsanitary use of available esthetic technology.

Corrective Makeup define the term corrective makeup

distinguish between regular and correctivemakeup techniques

explain factors that may determine the client'sneed/want for corrective makeup services

identify and describe currently availablecorrective makeup techniques and technology

describe and demonstrate makeup appropriate today and evening lighting conditions

demonstrate the proper application of makeupcosmetics

apply appropriate cosmetics to enhance orminimize facial shapes and features.

Keeping Records establish a data base (e.g., record card) for eachfacial care client

update the data base following each facial service.



MODULE COS2120: FACIALS & MAKEUP 1 (continued)


The student should:

Safety and identify and follow safe and sanitary practices Review local and

Sanitation provincial health andmaintain a clean, safe work area safety regulations.



1.0


MODULE COS2130:

Level:

Theme:

Prerequisites:

Module Description:

FACIALS & MAKEUP 2 (CLIENT SERVICES)

Intermediate

Skin Care

COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS2120 Facials & Makeup 1

Students consult with and analyze a client's skin care needs, and perform avariety of facial services, including surface cleansing and corrective makeuptechniques.






meet, greet, welcome Process and Product in which the student will: 30and orient client to perform a minimum of three client orientation andfacials and makeup preparation proceduresservices perform a minimum of three client services

relating to facial care and makeup.70

consult with and analyze Assessment Toola client's needs for facial COSTAT2130: Facials & Makeup 2 (Clientand makeup services,and perform facials andbasic and correctivemakeup services in asafe and sanitary manner

Services)






BEST COPY AVAILABLE


MODULE COS2130: FACIALS & MAKEUP 2 (CLIENT SERVICES) (continued)


Client Orientation

The student should:



identify client's needs and wants for facial careservices.

Client Preparationand Analysis

prepare client for facial care services:gowning/drapinghead drapingremoving adornments

analyze client's facial shape, features and skincondition

consult with client to determine:preferred facial stylings and colouringspresence of skin allergies or special skinconditionsscope of services preferred

recommend facial care services, special productsand related services


obtain client's consent before performing facialservices.

Equipment,Materials,Implements

assemble all necessary equipment, materials andimplements

prepare the work area for facial care services.

Performing FacialCare Services

perform facial care procedures to include:surface cleansingdeep cleansingtoning, manual massage manipulationsnourishingprotecting

design and create daytime makeup stylings

E.52/ Cosmetology Studies, CTS(1997) 102 Intermediate



Performing FacialCare Services(continued)

The student should:

apply the principles of corrective makeup tochange the appearance of facial shapes andfeatures

remove draping and assist in refinishing theclient's hairstyle

direct client to dressing room if change ofclothing is necessary.


update the data base after completing each facialservice.


identify safe and sanitary facial care and makeuppractices


sanitize and return all items to proper storageareas after use



Intermediate :1 33 CTS, Cosmetology Studies /E.53©Alberta Education, Alberta, Canada (1997)

MODULE COS2140: SKIN CARE 2 (CLIENT SERVICES)

Level: Intermediate

Theme: Skin Care

Prerequisite: COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS2120 Facials & Makeup 1COS2130 Facials and Makeup 2 (Client Services)

Module Description: Students consult with and analyze the client's skin care needs, and recommendand perform client-approved services, including cleansing, toning (manual andelectrical massage), nourishing and protecting.

Module Parameters: Access to a professional esthetology facility and use of current skin caretechnology.





meet, greet, welcome Process and Product in which the student will:and orient a client to perform a minimum of three client orientation and 30available skin care preparation proceduresservices including perform a minimum of three client services related 70available skin care to skin care including the use of availabletechnology technology.

consult with and analyze Assessment Toola client's skin carecondition and needs,recommend appropriateservices and technology-based treatments, andperform skin careservices and treatmentsin a safe and sanitarymanner

COSTAT2140: Skin Care 1 (Client Services)





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MODULE COS2140: SKIN CARE 2 (CLIENT SERVICES) (continued)


Skin CareTechnology

The student should:

describe the basic principles of electricity andelectrical safety related to skin care technology

describe the purpose and demonstrate the safe andsanitary use of:

skin analysis technologysurface and deep cleansing technologytoning technologynourishing technology

sanitize and check the safety of each item oftechnology after use.

Client Orientation greet each client by name and introduce self


direct and assist client to be seated at consultationarea.

Client Consultationand Analysis

consult with clients to determine their skin careneeds and wants

advise clients of the scope of skin care servicesincluding technology available and the purpose ofeach service

analyze client's skin and recommend services fortreatable conditions

advise clients of the advantages/disadvantages oftreating/not treating skin conditions

advise client of cost of each skin care service

obtain client's consent before performing skincare services.

Equipment,Materials andImplements


prepare the work area for skin care services.


1.05 Intermediate©Alberta Education, Alberta, Canada


Performing SkinCare Services

The student should:

drape client as appropriate for service(s)

perform skin care procedures with the aid ofavailable technology in each of the followingservice areas:

skin analysissurface and deep cleansingtoning including electrical massagenourishing

complete the skin care service by applyingprotective and adornment cosmetics (if required)to the skin

remove draping and assist in refinishing theclient's hairstyle

direct client to dressing room if change ofclothing is necessary.


update the data base after completing each skincare service.


demonstrate safe and sanitary skin care practices







MODULE COS2150: MANICURING 2

Level:

Theme:

Prerequisites:

Module Description:

Intermediate

Nail Care

COS1010 Personal ImagesCOS1070 Manicuring 1

Students describe the anatomy of the arm and hand, identify diseases anddisorders of the hands and nails and hand and nail conditions that may be treatedby a manicurist, and recommend and perform services for treatable conditions.






recognize conditions, Concept Testing in which the student will:disorders and diseases of given 30 test items relating to manicuring, respond 25the hands and nails,describe conditions anddisorders that may be


Assessment Tool

treated by a manicurist, Board Exam Review for Cosmetology:

and suggest treatments Manicuring and Pedicuring

for each condition ordisorder

The Nail and Its Disorders

analyze treatable hand Process and Product in which the student will:and nail conditions,perform a variety ofmanicuring servicesincluding plain and oil

analyze a minimum of three hands and nails selectand perform suitable manicuring services.

Assessment Tool

75

manicures, and hand and COSTAT2150: Manicuring 2

arm massage COSSAT2I50: Manicuring 2





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Anatomy andPhysiology

The student should:

identify and describe the basic structure of thearm and hand

explain the relationships among the various partsof nails and their surrounding tissues

describe how nails grow

describe the major muscles, nerves and bones thatcontrol/coordinate the workings of the shoulders,arms and hands.

Hand and NailDisorders andDiseases

explain how manicure-related muscles, nerves,bones and other tissues may be affected by:

diseaseimproper caredietchemicals

identify the technical terms used to describespecific nail disorders and diseases

list and describe disorders that may be treated bya cosmetologist/manicurist

describe services that may be used to treat nailand nail-related disorders.

Equipment,Cosmetics andImplements

identify equipment, manicure cosmetics andimplements required to perform manicure servicesincluding:

plain manicuresoil manicureselectric manicures

describe materials required to perform hand andarm massage.

1®8E.60/ Cosmetology Studies, CTS(1997)



The student should:

Hand and NailAnalysis

analyze the condition of hands and nails todetermine:

treatable/non-treatable conditionsappropriate manicure-related services

analyze the shape of hands, fingers and nails todetermine appropriate shapes for fingernails

describe the effects of different nail shapes on theappearance of hands/fingers

distinguish between male and female hand shapesand preferred nail shapes.

Special ManicureServices

Oil Manicures describe the purpose of an oil manicure

access and prepare equipment, cosmetics andimplements needed to perform an oil manicure

list and describe the procedure used to perform anoil manicure

list and describe safety and sanitation precautionsfollowed when performing oil manicures

perform an oil manicure

ElectricManicures

describe the advantages/disadvantages of usingelectric manicure machines

list and describe the procedure used to perform anelectric manicure

list and describe safety and sanitation precautionsfollowed when performing an electric manicure

TreatableDisorders

demonstrate techniques/procedures used to treattreatable disorders of the nail and surroundingtissues

Intermediate©Alberta Education, Alberta, Canada 1 0




The student should:

Hand and Arm describe the purpose of hand and arm massageMassage describe the types of manipulations used when

performing hand and arm massage

list the procedure used to perform hand and armmassage

perform hand and arm massage

Related Services* identify related services used to enhance thecondition and appearance of nails

Safety and identify and follow safe and sanitary practices for Review local and

Sanitation each manicure service provincial health andsafety regulations.




*Related services are addressed in the Nail Art (COS2160) and Nail Technology (COS3190) modules.


MODULE COS2160: NAIL ART

Level: Intermediate

Theme: Nail Care

Prerequisites: COS1010 Personal ImagesCOS1070 Manicuring 1COS2150 Manicuring 2

Module Description: Students describe nail art techniques used to enhance the appearance offingernails, as well as design and produce simple nail art.






define and describe nail Concept Testing in which the student will:art, and identify and present a report defining and describing nail art 10describe materials andcosmetics available tocreate various nail art

and the procedures used to perform basic nail art.

Assessment Toolprocedures and createbasic nail art designs


design a variety of nail Process and Product in which the student will:art images using design and create a minimum of three nail art 90appropriate nail artmaterials and cosmetics

designs suited to finger and nail shapes.

Assessment ToolCOSTAT2160: Nail Art





Principles andPractices

The student should:

define the term nail art

describe the relationship between nail art andbasic hand and nail care

explain when and why nail art may be worn


BEST COPY AVAILABLE

11

11-


MODULE COS2160: NAIL ART (continued)


Principles andPractices(continued)

The student should:

identify and describe nail art services includingthe following techniques:

creative polishing (e.g., French manicure)nail paintingapplications (e.g., tape, gems, feathers, goldleaf)

explain why nail art should be performed onhands and nails that are properly manicured.

Nail Art Materialsand Cosmetics

identify and describe equipment, materials andcosmetics that may be used in nail art services

explain the advantages/disadvantages of usingdifferent nail art materials and cosmetics.

Designing Nail Art identify and describe factors that help determinesuitable nail art

identify the principles of design that may be usedto design nail art.

Nail Art Procedures list and describe the procedures used to designand create various nail art effects including:

French manicurenail painting, marbling, stripingtape, gem, feather, foil applicationscombination effects

demonstrate the use of technology (e.g., air brush)to create nail art

describe and demonstrate how nail art can be usedto coordinate with other adornments worn byclients

describe and demonstrate how nail art may beprotected.


identify and follow safe and sanitary practicesrelated to performing nail art


sanitize and return items to their proper storageareas after use





111MODULE COS2170: MANICURING 3 (CLIENT SERVICES)

Level: Intermediate

Theme: Nail Care

Prerequisites: COS1010 Personal ImagesCOS1070 Manicuring 1COS2150 Manicuring 2COS2160 Nail Art

Module Description: Students analyze hands and nails to determine manicure needs and the presenceof treatable and nontreatable conditions, as well as select and performappropriate manicure and related services.





The student will:

meet, greet and orient aclient to availablemanicure services

consult with and analyzea client's hands, nailsand manicure needs, andperform services in a

msafe and sanitary anner



Process and Product in which the student will:perform a minimum of three client orientation andpreparation procedures to standards indicated on aclient services performance chart.perform a minimum of three client services relatedto manicure.

Assessment ToolCOS2170: Manicuring 3 (Client Services)




30

70



Client Orientation

The student should:




discuss client's preferred nail services.


1 1 3

RFST COPY AVAILABLE


MODULE COS2170: MANICURING 3 (CLIENT SERVICES) (continued)



The student should:

analyze client's hands and nails and assess theirsuitability for nail art services

identify alternative services and recommendspecific nail art and related services based onanalysis

consult with client to determine preferred servicesand nail art design


ask client to remove rings and other handadornments and have client put them in a safeplace

perform basic manicure procedures, if necessary,to prepare nail(s) for nail art applications.

Equipment,Cosmetics andImplementsPreparation

prepare the work area for client-approvedservice(s)

access and arrange all items required for theservice(s).

Performing Nail ArtServices

perform manicure and related services including:plain manicuresoil manicureshand and arm massagenail art

use available technology to perform manicure,massage and nail art services

advise clients how they may maintain thegroomed appearance of their hands, nails and nailart.

Keeping Records establish a data base (e.g., record card) for eachmanicure and related service client

update the data base after completing eachmanicure-related service.


identify and follow safe and sanitary manicureand related service practices






114Intermediate


MODULE COS2180: HAIRPIECES & EXTENSIONS

Level: Intermediate


Prerequisites: COS1010 Personal ImagesCOS1040 Forming & Finishing 1COS2030 Forming & Finishing 2

Module Description: Students describe the purpose of hairpieces and extensions and types of hair andfibres used in constructing hair goods, and analyze and service hair goods.

Module Parameters: Access to a hairstyling or hair goods facility.





describe the uses of hair Concept Testing in which the student will:goods and distinguish given 40 test items relating to hair goods, respond 30among the types of hairand fibres used inconstructing hair goods



The Artistry of Artificial Hair

analyze hair goods, Process and Product in which the student will:perform appropriate service and attach a minimum of three hairpieces 70cleansing, conditioning,forming and finishingprocedures on hairpieces

and extensions.

Assessment Tool

and extensions, andattach hairpieces andextensions

COSTAT2180: Hairpieces & Extensions




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MODULE COS2180: HAIRPIECES & EXTENSIONS (continued)


Uses of Hair Goods

The student should:

explain why hairpieces and extensions are worn

list factors that may influence the wearing of hairgoods; e.g.:

fashionfadtrendhair loss

describe other commercial uses for hair goods.

Types of Hairpiecesand Extensions

distinguish among different types of hairpieces,hair replacements, wefts and extensions; e.g.:

wigletstoupeesfallsbandeauscascadesbraidsswitcheschignonscrown curls

describe the advantages/disadvantages of eachtype of hairpiece and extension.

Types of Hair andFibre

describe and distinguish among the different typesof natural hair and synthetic fibres used toconstruct hairpieces and extensions; e.g.:

human hairanimal hairsynthetic fibres

explain the advantages/disadvantages of each typeof hair and fibre used to construct hair goods

analyze hair goods to identify hair or fibrecontent.





The student should:

Types ofConstruction

distinguish between the construction of machine-made and hand-tied hairpieces

explain the advantages/disadvantages of hand-tiedand machine-made hairpieces

analyze hairpieces and identify their method ofconstruction.

Safe Handling ofHair Goods

identify and describe safe handling and safe careand maintenance techniques for:

machine-made/hand-tied hair goodsnatural hair/synthetic fibre hair goods.

Care andMaintenance

explain why regular care and maintenance ofhairpieces and extensions improves theappearance and longevity of hair goods

identify and describe methods of cleaning naturalhair and synthetic fibre hairpieces and extensions

identify chemicals used to clean different types ofhair goods

explain why dry cleaning fluids are used to cleanhand-tied hair goods

clean a variety of hairpieces and extensions usingappropriate chemicals and cleaning and dryingtechniques

Conditioning describe the purpose of conditioning hair goods

identify and describe conditioning methods andproducts used on different types of hair goods

condition different types of hair goods

Forming distinguish between hairpieces that require/do notrequire forming

explain the advantages/disadvantages of owninghairpieces that require/do not require forming

distinguish between hair goods that may be/mustnot be formed with the aid of a curling iron

Intermediate©Alberta Education, Alberta, Canada it 1 Ay-

-6




Forming(continued)

Finishing

The student should:

plan forming patterns for different types ofhairpieces and extensions

form hairpieces and extensions using a variety offorming implements:

rollerscurling ironspin curls

use a variety of finishing implements (e.g.,combs, brushes, picks) to dress a hairpiece into apreferred style.

Attaching Hairpiecesand Extensions

securely attach hairpieces and extensions

dress hair goods into the hair to create preferredstyles.


identify and follow safe and sanitary hair goodshandling, care and maintenance procedures






MODULE COS2190:

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

THEATRICAL MAKEUP 2 (PLANNING THE IMAGES)

Intermediate


COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS1080 Theatrical Makeup 1 (Basic Principles)DES1020 The Design Process [Design Studies Strand]COS2120 Facials & Makeup 1

Students design, select and apply makeup to create images of selected charactersand to enhance personal appearances for theatrical purposes.

Access to a professional makeup studio or drama workshop.





develop a plan to change Process and Product in which the student will:physical images by develop a minimum of three theatrical makeup 50applying design plansprinciples to the use of execute a minimum of three theatrical makeup 50theatrical makeup plans to standards indicated on a theatrical makeup

performance chart.

execute theatrical Assessment Toolmakeup plans to create,change and enhancephysical images

COSTAT2190: Theatrical Makeup 2 (Planningthe Images)





Intermediate I CTS, Cosmetology Studies /E.71aJl

©Alberta Education, Alberta, Canada4 (1997)

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MODULE COS2190: THEATRICAL MAKEUP 2 (PLANNING THE IMAGES) (continued)


Relationshipsbetween BasicMakeup Practicesand TheatricalMakeup Practices

The student should:

describe theatrical makeup practices used toenhance or change images; e.g.:

hairstylingcorrective makeupcharacter makeupadornments, prostheses

explain the relationship between basiccosmetology practices and theatrical makeuppractices

distinguish between corrective makeup andcharacter makeup

describe the purpose and identify examples ofnon-realistic makeup

explain the professional relationship between theperformer and the theatrical makeup artist.

IdentifyingCharacters

identify characters to be created in the context ofa theatrical production or event

list features that may distinguish one theatricalcharacter from others; e.g.:

body shape/structurefacial shape/featureshaircolour/length/stylegenetic characteristicsagehealthdisfigurementshistorical period

explain possible relationships between a theatricalcharacter's personality and appearance.

Designing TheatricalMakeup

apply principles of design to prepare sketches,drawings and/or models to represent eachcharacter to be created

describe and identify factors that help determinethe use of corrective or character makeuptechniques




Designing TheatricalMakeup(continued)

The student should:

prepare a worksheet for each character to includeinformation about the makeup to be appliedincluding:

type, colour, locationcorrective or character makeuphairstyle (use of hairpiece/wig)distinguishing features/marks.

Makeup Materialsand Implements

access all required materials and implements andprepare the work area

form and finish hair goods, when necessary.

Applications use the worksheets as guides to create identifiedcharacter images.


demonstrate safe and sanitary practices







111111

MODULE COS2200: HISTORICAL COSMETOLOGY

Level: Intermediate

Theme: Enterprise and Competition

Prerequisites: COS1010 Personal ImagesCOS1020 Hair Graphics 1COS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1060 Skin Care 1 (Basic Practices)COS2010 Hair Graphics 2COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2120 Facials & Makeup 1DES1020 The Design Process [Design Studies strand]

Module Description: Students, in addition to recreating historical hairstyles and facial images,describe the historical trends in hairstyles and makeup, and the relationshipbetween historical changes in cosmetology to other changes in society.

Module Parameters: Access to a professional hairstyling/esthetology facility.






identify and describe: Concept Testing in which the student will: 30historical, period-related trends in hairand makeup stylings

given 40 test items relating to historical stylings,respond correctly to a minimum of 30 items.

career options avail-able to cosmetologistsskilled in recreatinghistorical hair andmakeup stylings

apply principles and Applied Problem Solving in which the student will: 70practices of cosmetology design, plan and create a minimum of threeand design to design andcreate historical hair andfacial stylings

historical hair and facial stylings.

Assessment ToolCOSTAT2200: Historical Cosmetology






BEST COPY AVAILABLE

1 2


MODULE COS2200: HISTORICAL COSMETOLOGY (continued)


Historical Trends

The student should:

categorize major trends in personal appearanceand grooming according to their historicaloccurrence

produce/develop a scrapbook, video, report orcollage to show historical trends in hair and facialstylings

explain possible relationships between historicaltrends in fashions, hair and facial stylings andother changes in society during the same periods

describe possible relationships between hair andfacial stylings and lifestyles

distinguish between the role of cosmetologists ascreators of hair and makeup trends and asfollowers of trends created by others.

Career Options explain career options available to cosmetologistsskilled in recreating historical hair and facialstylings.

Planning HistoricalStylings

identify historical images to be recreated

prepare worksheets to identify resources, requiredforming and finishing techniques needed torecreate the images.

Creating HistoricalStylings

access and prepare resources needed to create ahistorical hair and facial styling

drape and prepare the client appropriately foreach service

form and finish hair to recreate the historicalhairstyle

perform facial services on client to recreate thehistorical facial styling.









MODULE COS2210: SALES & SERVICE 1 (PRINCIPLES & PRACTICES)*

Level: Intermediate



Module Description: Students describe and demonstrate basic principles of selling and service in thevarious sectors of the cosmetology industry.

Module Parameters: Access to a professional cosmetology-related retail facility.





identify and describe Concept Testing in which the student will:ethical principles and prepare and present a verbal, written or other 20practices of professional descriptions of desirable ethics of professionalcosmetologists cosmetologists.


define, describe and Process in which the student will:demonstrate the define, describe and demonstrate the use of the 80attention, interest,desire, action (AIDA)and courtesy, attention,receptivity/respect,efficiency/effectiveness

AIDA and CARE principles in cosmetology-related selling and merchandising.

Assessment ToolCOSTAT2210: Sales and Service 1 (Principles

(CARE) principles, andapply these principles topersonal selling, anddisplay merchandisingwithin the cosmetologyindustry

and Practices)





* For additional modules related to salesmanship and retailing see:Management and Marketing Guide to Standards and Implementation.


CTS, Cosmetology Studies /E.77

2

BEST COPY AVAILABLE

(1997)

MODULE COS2210: SALES & SERVICE 1 (PRINCIPLES & PRACTICES) (continued)


Sales and ServiceRelationships

The student should:

define the terms selling, personal service andpersonal selling

describe goods and services generally available inhairstyling/esthetology salons

explain why service is important in thecosmetology industry

distinguish between sales ability and the ability toprovide service

define and describe the CARE principle (i.e.,Courtesy, Attention, Receptivity/Respect,Efficiency/Effectiveness)

define and describe the AIDA principle (i.e.,Attention, Interest, Desire, Action).

Professional Ethicsand Practices

define the term professional ethics

describe and demonstrate ethical behavioursexpected of professional cosmetologists

explain why effective communications andinterpersonal skills are important to a successfulworker.

Sales and ServicePractices

identify and describe sales and service practicesperformed by salon managers, cosmetologists andsupport personnel; e.g.:

salon assistantsapprenticesreceptionists

distinguish among personal selling, retail sellingand display merchandising

describe and demonstrate promotional strategiesthat may be used by cosmetology businesses

apply the AIDA principle and demonstratepersonal selling, retail selling and displaymerchandising strategies.




Management RolesandResponsibilities

The student should:

identify and describe the roles and responsibilitiesof management personnel in cosmetology-relatedbusinesses; e.g.:

hairdressing salonsesthetology salonscosmetology supplies retail outletscosmetology supplies wholesalers

explain the role of salon management personnelincluding owners, operators, management staffand receptionists in promoting sales andproviding service.

Client Satisfaction explain the importance of client satisfaction to thesuccess of a business

describe and demonstrate strategies designed topromote and achieve client satisfaction.

Keeping Records explain the importance of record keeping toindividual cosmetologists and to salonmanagers/operators

identify and describe types of records maintainedby cosmetology businesses

maintain a current and simple set of records for acosmetology business.


l76 CTS, Cosmetology Studies /E.79(1997)


SECTION F: ADVANCED LEVEL

The following pages define the curriculum and assessment standards for the advanced level ofCosmetology Studies.

Advanced level modules demand a higher level of expertise and help prepare students forentry into the workplace or a related post-secondary program.

Module COS3010: Professional Practices F.3Module COS3020: Long Hair Graphics F.5Module COS3030: Hair & Scalp Care 3 F.7Module COS3040: Hair & Scalp Care 4 (Client Services) F.9Module COS3050: Haircutting 2 F.13Module COS3060: Haircutting 3 (Client Services) F.17Module COS3070: Hair Care & Cutting 2 (Client Services) F.21Module COS3080: Permanent Waving 5 (Designer) F.25Module COS3090: Relax/Straighten Hair F.29Module COS3100: Wave, Relax & Straighten Hair (Client Services) F.33Module COS3110: Colouring 2 (Permanent) F.37Module COS3120: Colour Removal 2 F.43Module COS3130: Colouring & Removal 2 (Client Services) F.47Module COS3140: Body Therapy F.51Module COS3150: Hair Removal F.55Module COS3160: Skin Care 3 (Client Services) F.59Module COS3170: Male Facial Grooming 1 F.63Module COS3180: Male Facial Grooming 2 (Client Services) F.67Module COS3190: Nail Technology F.69Module COS3200: Pedicuring F.73Module COS3210: Nail Care (Client Services) F.75Module COS3220: Wigs & Toupees F.79Module COS3230: Hair Goods (Client Services) F.85Module COS3240: Theatrical Makeup 3 (Changing Images) F.87Module COS3250: Theatrical Makeup 4 (Client Services) F.89Module COS3260: Facial & Body Adornment F.93Module COS3270: Creative Cosmetology F.97Module COS3280: Sales & Service 2 (Effectiveness) F.101Module COS3290: Competition Cosmetology F.103

Advanced CTS, Cosmetology Studies /F.1©Alberta Education, Alberta, Canada 1127 (1997)

MODULE COS3010: PROFESSIONAL PRACTICES

Level: Advanced

Theme: Images and Practices

Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1060 Skin Care 1 (Basic Practices)COS1070 Manicuring 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2

Module Description: Students describe the sectors of the cosmetology industry, as well as current andprojected trends, needs, career opportunities, trade ethics and qualificationsrequired for entry into each sector.

Module Parameters: No specialized equipment or facilities.





identify sectors of the Concept Testing in which the student will: 40cosmetology industry prepare and present a report on the sectors of theand the work performed cosmetology industry, qualifications required forin each sector

identify and describe the

entry into each sector and current and projectedtrends in the industry.

qualifications required Assessment Toolfor entry into each sector CTS Rubric: Presentation/Reportsof the industry Board Exam Review for Cosmetology:

identify and report oncurrent and projectedtrends in the industry

The Salon Business

demonstrate ethical,interpersonal and

Process and Product in which the student will:demonstrate interpersonal and communication

60

communication skillssuited to professionalcosmetologists

skills.

Assessment ToolCOSTAT3010: Professional Practices





Advanced©Alberta Education, Alberta, Canada

BEST COPY AVAILABLEQ

CTS, Cosmetology Studies /F.3(1997)

MODULE COS3010: PROFESSIONAL PRACTICES (continued)


The student should:

Sectors of the analyze and describe sectors of the industryCosmetologyIndustry list and describe the work performed in each

sector.

Current and survey local businesses related to the cosmetologyProjected Trends industry and list and describe current and project

trends

identify and describe factors that may have led tocurrent trends

predict factors that may lead to projected trends.

Career Opportunities for each sector of the cosmetology industry, listand describe:

current career opportunitiesprojected career opportunitiesentrepreneurial career opportunities.

Entry-level for each sector of the cosmetology industry, listQualifications and describe qualifications/abilities required for

entry

Interpersonal and explain why effective interpersonal andCommunication communication skills are required by professionalSkills cosmetologists

describe and demonstrate interpersonal andcommunication skills required by professionalcosmetologists

Professional define the term professional ethicsEthics

list and describe ethical behaviours expected ofprofessional cosmetologists

suggest possible consequences of ethical andunethical behaviour:

consequences to individual cosmetologistconsequences to the business operationconsequences to the cosmetology industry

project future entry-level qualifications.

F.4/ Cosmetology Studies, CTS(1997)

129 Advanced©Alberta Education, Alberta, Canada

MODULE COS3020: LONG HAIR GRAPHICS

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1020 Hair Graphics 1COS2010 Hair Graphics 2COS3010 Professional Practices

Module Description: Students design and produce symmetrical and asymmetrical hairstyles to createlong hair graphics.

Module Parameters: Access to professional hairstyling facility.





select, design and create Process and Product in which the student will:a variety of long hair design and create a minimum of three long hairgraphics to suit different graphics to suit various client characteristics andfacial, personality and needs, including:situational needs design 30

execution 50

finish. 20

Assessment ToolCOSTAT3020: Long Hair Graphics






BEST COPY AVAILABLE

30 CTS, Cosmetology Studies /F.5(1997)

MODULE COS3020: LONG HAIR GRAPHICS (continued)


Designing Long HairGraphics

The student should:

describe the advantages/disadvantages of wearinga long hair graphic

identify and describe factors that should beconsidered when designing long hair graphics

identify and describe devices that may be used toenhance and secure long hair graphics

list and describe a procedure used when designingand creating long hair graphics.

Creating Long HairGraphics

demonstrate hair handling, brushing and combingtechniques that protect the condition andappearance of long hair

create a variety of symmetrical and asymmetricallong hair graphics suited to:

day wearbridal wearevening wear

incorporate a variety of devices to enhance theappearance (e.g., shape, volume, density) ofselected long hair graphics

demonstrate a variety of techniques to secure andfinish long hair graphics.









Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing "2`COS3010 Professional Practices

Module Description: Students analyze the condition of the hair and scalp, make treatment decisionsand recommendations, and clean and condition the hair and scalp, usingavailable technology.






The student will Assessment of student achievement should be based on

analyze the hair and Process and Product in which the student will: 40scalp, and identify analyze a minimum of three heads of hair andtreatable and; non-treatable conditions

identify treatable and non-treatable conditions

make decisions and perform three cleansing and three conditioning

perform appropriatecleansing and

treatments appropriate to each client's needsincluding:

conditioning treatments cleansing treatments 30

in a safe and sanitary conditioning treatments. 30

manner Assessment ToolCOSTAT3030: Hair and Scalp Care 3





BEST COPY AVAILABLE

'1 3 2CTS, Cosmetology Studies /F.7

(1997)




The student should:

analyze hair and scalps, and determine theirconditions

determine conditions that may be treated by acosmetologist

identify conditions that must not be treated by acosmetologist and recommend courses of action.

Treatments andTechnologies

select and prepare treatment products andapplication implements appropriate to thecondition of the hair and scalp

select, check and prepare technologies necessaryto support and/or enhance each treatment.

Shampooing assist clients and prepare them for shampooing

perform complete shampoos including:applying appropriate type and quantities ofshampoodistributing the shampoomassaging the scalpremoving shampoo from the hair and scalpprotecting and assisting clients

following safe and sanitary shampoo practices.

Conditioning assist and prepare clients for conditioningtreatments

perform hair and scalp conditioning treatments(using surface conditioners and penetratingconditioners) including:

applying appropriate type and quantity ofconditionerensuring proper distribution of conditionermassaging the scalp, when necessaryusing technology to support or enhance thetreatment, where necessaryprotecting and assisting the client.



maintain a safe, clean work area

sanitize and return technology and materials toproper storage areas after use





MODULE COS3040: HAIR & SCALP CARE 4 (CLIENT SERVICES)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp. Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2210 Sales & Service 1 (Principles & Practices)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3

Module Description: Students analyze a client's hair and scalp, make treatment decisions andrecommend services, and perform client-approved hair and scalp care services toa client's satisfaction







analyze hair and scalp, Process and Product in which the student will:recommend treatment,promote the sale ofrelated services, andperform client-approvedhair and scalp careservices to a client'ssatisfaction

perform applied and related hair and scalp careservices to a minimum of three clients.

60

recommend and promote demonstrate ethical sales techniques while 40the sale of hair and scalp introducing and promoting the sale of hair andcare products scalp care products.

Assessment ToolCOSTAT3040: Hair & Scalp Care 4 (Client

Services)






BEST COPY AVAILABLE

X34


MODULE COS3040: HAIR & SCALP CARE 4 (CLIENT SERVICES) (continued)


Client Orientation

The student should:

greet each client by name and introduce selffollow salon/shop policy for assisting clients withcoats, hats and personal belongingsdirect and assist clients to be seated at work areadetermine each client's needs for hairstylingservicesprovide clients with style photographs andmagazinesconsult with each client to determine requiredservices.

Client Preparation analyze each client's hair and scalp

recommend hairstyling services and hairstylebased on analysis and each client's needs

advise clients of cost of each service

drape clients for wet/dry services


request clients to remove facial adornments, ifnecessary, and have clients put them in a safeplace

brush hair thoroughly (before and after analysis)as needed.

Client Services

Shampooing direct and assist clients to the shampoo area

position clients and ensure that they arepositioned properly at the shampoo sink

ensure that cape and towel(s) are appropriatelypositioned to protect each client's clothing

select and recommend a shampoo appropriate tocondition of the hair and scalp

suggest to clients the availability of therecommended shampoo for sale and home use

perform complete shampoos

towel dry hair

wrap hair in towel and assist clients to return tosetting area unless conditioning service has beenrequested

F.10/ Cosmetology Studies, CTS(1997) 1 35



The student should:

Conditioning select and recommend conditioners andtechnology appropriate to clients' needs

apply conditioner and allow to process accordingto manufacturer's instructions

rinse excess conditioner from hair and scalp, ifnecessary

wrap hair in towel and assist clients to return tosetting area

Forming and form hair using appropriate forming implementsFinishing to produce the desired hairstyle

dry the hair and use appropriate forming andfinishing implements to create a suitable hairstyle

Client enquire about the clients' level of satisfactionSatisfaction with services provided

suggest future services and appointment dates.

Retailing advise clients about the availability of retailproducts to meet their home hair and scalp careneeds

show clients various sizes of available productsand provide comparative prices

provide clients with reasons why regular use ofrecommended products would benefit their hairand scalp.

Keeping Records establish a data base for each client

check the data base before each service

update the data base after each service.



MODULE COS3040: HAIR & SCALP CARE 4 (CLIENT SERVICES) (continued)


The student should:

Safety and follow safe and sanitary procedures for each Review local and

Sanitation service provincial health andsafety regulations.

maintain a safe and clean work area



137F.12/ Cosmetology Studies, CTS Advanced(1997) ©Alberta Education, Alberta, Canada

MODULE COS3050: HAIRCUTTING 2

Level: Advanced

Theme: Haircutting

Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2040 Haircutting 1COS2050 Hair Care & Cutting 1 (Client Services)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 4

Module Description: Students demonstrate the ability to design and follow cutting patterns, and safelyuse haircutting and thinning shears, razors and electric clippers.







create a variety of Process in which the student will: 30cutting patterns /plans design and create a minimum of three cutting plans

to indicate hair lengths, elevations, guideline(s).

follow cutting patterns,and apply principles of

Product in which the student will:using appropriate cutting implements and applying

70

elevation to produce a appropriate principles of elevation, produce avariety of layered/ minimum of one each of the following:tapered haircuts by blunt cutselecting and using layer cutcutting implements clipper cutappropriate to the task child's haircut.

Assessment ToolCOSTAT3050: Haircutting 2






BEST COPY AVAILABLE

3 5CTS, Cosmetology Studies /F.13

(1997)



The student should:

Implements identify and describe the advantages/disadvantages of different haircutting implements,including:

shearsrazorsclippers

describe the uses of different models ofhaircutting implements; e.g.:

long shears/short shearssafety razors/open razorsmechanical and electrical clippersadjustable clippers/replaceable head clippers

describe the uses of attachments and related termsfor different haircutting implements; e.g.:

finger restssafety guardsstrops/honesreplaceable razor blades.

Guidelines and cut guidelines at various areas of head; e.g.:Evaluations stationary guidelines

moving guidelines

comb, hold and cut hair at selected angles/elevations ranging from 0° to 90° and from 90° to180°.

Using Clippers demonstrate haircutting techniques using hairclippers, including:

outlining (e.g., blocked, tapered, feathered)archingcutting lengthclipper-over-comb.


i3 Advanced©Alberta Education, Alberta, Canada


CombiningImplements

The student should:

use a combination of haircutting implements toproduce various styles of haircuts on:

straight hairwavy hairover-curly hair

perform special cutting techniques; e.g.:scissors-over-combclipper-over-combrazor and comb.

Interpretation andDesign

interpret photographic and other images todetermine haircutting techniques

design cutting patterns based on interpretations ofimages

adapt cutting patterns to meet individual needs.

Review current resources;e.g., videos, magazines.

A computer-aided designprogram may be used, ifavailable.

Cutting Children'sHair

identify and describe characteristics of children'shair

describe challenges that may be faced whencutting children's hair

demonstrate behaviour appropriate to providinghaircutting services to children.

IndividualizingHaircuttingTechniques andStyles

analyze different head and facial shapes andrecommend haircuts suited to these shapes

select implements required to performrecommended haircuts

perform complete haircutting services, including:preparing the work areapreparing clientsanalyzing hair and scalp conditions, head andfacial shapesdesigning the cutssectioning the hair for desired patternsusing selected cutting implementschecking each cut for balanceremoving cut hairforming and/or finishing the hairremoving drapingssanitizing the work area.

Hair should be cut using acombination of blunt,slither or othertechniques at variouselevations.

To meet assessmentstandards, a minimumof five haircuts shouldbe performed on livemodels.





The student should:

Safety and follow safe and sanitary practices Review local and

Sanitation provincial health andperform first aid for minor cuts safety regulations.


sanitize implements after each use and return toproper storage area


4

F.16/ Cosmetology Studies, CTS Advanced(1997) ©Alberta Education, Alberta, Canada

MODULE COS3060: HAIRCUTTING 3 (CLIENT SERVICES)

Level:

Theme:

Prerequisites:

Module Description:

Advanced

Haircutting

COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2040 Haircutting 1COS2050 Hair Care & Cutting 1 (Client Services)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3050 Haircutting 2

Students analyze hair, scalp, face, haircuts and styles, recommend hairstyles,prepare clients and perform haircutting services.







consult with a client and Process in which the student will: 40interpret haircutting demonstrate consulting skills and the ability toneeds interpret clients' haircutting needs by designing a

haircutting pattern/plan.

perform safe and Product in which the student will: 60sanitary haircuttingservices for adults andchildren to their

perform a minimum of three haircuts.

Assessment Tool

satisfactionCOSTAT3060: Haircutting 3 (Client Services)






BEST COPY AVAILABLE

1 4 2CTS, Cosmetology Studies /F.17

(1997)

MODULE COS3060: HAIRCUTTING 3 (CLIENT SERVICES) (continued)


Client Orientation

The student should:


follow salon/shop policy for assisting clients withhats, coats and personal belongings


drape clients (for wet service if hair is to beshampooed).

Client Consultation demonstrate care, concern and tact whenconsulting with clients

interpret each client's needs and wants in relationto his or her haircut preferences

inform clients of care and maintenance needs ofdifferent haircutting styles.

Client Analysis analyze each client's head shape, facial shape andhair and scalp conditions

recommend alternative haircutting styles based onthe analysis and consultation

clearly identify each client's preferred haircuttingstyle.

Designing theHaircut

design the haircut based on each client'spreference; e.g.:

sketch a cutting pattern/diagramindicate desired lengths of hair in each area ofpatternidentify cutting implements needednote special techniques to be used.

A computer-aidedimaging/designprogram may be used, ifavailable.

Client Preparation prepare each client's hair for cutting:shampoo hair and scalpcondition hair and scalp (if required)

towel dry and comb the hair

redrape for cutting service.

F.18/ Cosmetology Studies, CTS(1997) 143 Advanced


MODULE COS3060: HAIRCUTTING 3 (CLIENT SERVICES) (continued)


The student should:

Performing Haircuts perform haircutting services on various types ofhair

perform haircutting services for clients of any ageor gender

section the hair according to the cutting pattern

cut guidelines, where necessary

cut hair sections in a predetermined sequence

use appropriate cutting implements on eachsection

perform special cutting techniques, as required

check for evenness, balance and suitability

observe, listen and respond to each clients' verbaland non-verbal communication throughouthaircutting process

remove cut hair from neck, shoulders, etc., asnecessary

form and/or finish the hair.

Safety and follow safe and sanitary practices Review local and

Sanitation provincial health andmaintain a clean, safe work area safety regulations.





11111

MODULE COS3070: HAIR CARE & CUTTING `2 (CLIENT SERVICES)

Level: Advanced

Theme: Haircutting

Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp. Care 2COS2030 Forming & Finishing :2COS2040 Haircutting 1COS2050 Hair Care and Cutting 1 (Client Services)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3040 Hair & Scalp Care 4 (Client Services)COS3060 Haircutting 3 (Client Services)

Module Description: Students consult with the client to determine services desired, analyze a. client'shair and scalp, face and facial features, and recommend and perform client-approved services and treatments to create finished hairstyles.







present a confident and Process in which the student will: 30professional appearance demonstrate professional level competencies whenand manner whenanalyzing and meeting a

greeting, seating, consulting with clients,analyzing their needs and promoting the sale of

client's needs andpromoting the sale ofappropriate services andproducts

appropriate services.

perform a variety of safe Product in which the student will:and sanitary hair andscalp care and

perform a minimum of three integrated hair care,scalp care and haircutting services, including:

haircutting services hair and scalp care services 20agreed to by a client haircutting services. 50

Assessment ToolCOSPRAC-3 Practical Experiences: Checklist for

Student Performance (Advanced Level)

Advanced BEST COPY AVAILABLE©Alberta Education, Alberta, Canada

)145





The student will:








The student should:

Client Orientation develop a plan to improve client orientationprocedures

communicate, verbally and non-verbally, toclients that their needs and comfort are primaryconcerns of the salon/shop management and staff.

Client Consultation identify and use innovative strategies to improveclient consultation process; e.g.:

computer-assisted consultationsvideo and other media resources

communicate with clients to determine eachclient's hairstyling needs, wants and desires:

analyze head and facial shapesanalyze hair and scalp conditionsascertain lifestylesidentify desired image projections"read" body language

determine preferred hairstyles

recommend hair care and haircutting services toachieve preferred hairstyle

provide clients with cost of each service/totalcost, upon request

reach agreement with client on services to beperformed.




Client Preparation

The student should:

ensure each client's comfort

follow salon/shop policy for assisting with eachclient's personal belongings

drape each client appropriately for each service.

Client Services andSatisfaction

perform hair, scalp, style and related analyses toeach client's satisfaction

perform shampooing services to each client'ssatisfaction

perform conditioning services to each client'ssatisfaction

perform haircutting services to each client'ssatisfaction

perform hairstyling (forming and finishing)services to each client's satisfaction

demonstrate related service practices thatencourage each client's satisfaction.



update the data base after each service.


follow safe and sanitary procedures for eachservice


sanitize and return implements and materials toproper storage areas

discard all waste materials

demonstrate safety and sanitary behaviours thatencourage client satisfaction.




MODULE COS3080: PERMANENT WAVING 5 (DESIGNER)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1050 Permanent Waving 1 (The Physical Process)COS2020 Hair & Scalp Care 2COS2060 Permanent Waving 2 (Cold Waving)COS2070 Permanent Waving 3 (Heat-assisted)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3

Module Description: Students identify and describe designer techniques, processes and implementsused to permanently wave hair, complete a chemical process for each designertechnique, and describe the advantages and disadvantages of each technique.







identify and interpret the Concept Testing in which the student will: 25

purpose and potential prepare and present a report on designeruse of alternativedesigner permanentwaving techniques

permanent waving techniques.


analyze each client's Process and Product in which the student will:permanent waving determine each client's suitability for designer 10needs, recommend a permanent wavingpattern/technique and select appropriate technique 20perform a variety of perform a minimum of three different designer 45designer permanent permanent waving physical processes and one

waving techniquescomplete designer wave.

Assessment ToolCOSTAT3D80: Permanent Waving 5 (Designer )





Advanced©Alberta Education, Alberta, Canada id 4 8


BEST COPY AVAILABLE

MODULE COS3080: PERMANENT WAVING (DESIGNER) (continued)


Designer PermanentWaving

The student should:

Definition define the term designer permanent waving

distinguish between designer permanent wavingand conventional waving patterns and techniques

Purpose identify and describe the purpose of designerpermanent waving

Techniques identify and describe techniques used to performdesigner permanent waves; e.g.:

partial/sectional permsspiral windingdirectional wrapping

Implements identify and describe implements that may beused to create designer permanent waves; e.g.:

spiral rodsclampssquare rods.

Planning and analyze each client's hair and scalpDesigning theDesigner identify preferred hairstyles

Permanent Wave describe how to support each style with aid of adesigner permanent wave

design sectioning, blocking and winding patternsto achieve desired support and waves/curls

select implements appropriate to achieving thedesired support and waves/curls

select appropriate chemical waving andneutralizing chemicals.

Performing the drape and prepare each clientDesignerPermanent Wave section, block and wind hair on waving

implements

apply waving lotions according to manufacturer'sinstructions

facilitate the softening/curling processesaccording to manufacturer's instructions


14S Advanced©Alberta Education, Alberta, Canada


Performing theDesignerPermanent Wave(continued)

The student should:

take test curls

neutralize processed hair and assess quality anddegree of curl achieved


Record Keeping establish a data base to include details of eachclient's hair and scalp condition, physical andchemical processes used and the quality offinished permanent wave.


demonstrate safe and sanitary permanent wavingpractices

demonstrate safe and sanitary first-aid practices(e.g., treat chemical burns)



dispose of unused chemical and other wastematerials in an environmentally safe manner.


Advanced 5 0 CTS, Cosmetology Studies 1F.27©Alberta Education, Alberta, Canada (1997)

11111

MODULE COS3090: RELAX/STRAIGHTEN HAIR

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1050 Permanent Waving 1 (The Physical Process)COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2060 Permanent Waving 2 (Cold Waving)COS2070 Permanent Waving 3 (Heat-assisted)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3080 Permanent Waving 5 (Designer)

Module Description: Students describe the purposes and products available to physically andchemically relax and straighten hair, and identify, describe and practise saferelaxing and straightening techniques.






The student will:

identify and describemethods, technology,chemicals and otherproducts used to relax orstraighten hair and theeffect of these serviceson the hair and scalp


Concept Testing in which the student will:prepare and present a report on hair relaxing andstraightening including methods, products andeffects to standards indicated on a presentationperformance chartgiven 25 questions of hair relaxing andstraightening, respond correctly to 20.


Chemical Hair RelaxingThermal Hair Straightening


20


BEST COPY AVAILABLE

151_


MODULE COS3090: RELAX/STRAIGHTEN HAIR (continued)




analyze the hair and Process and Product in which the student will:scalp to determine their perform a minimum of one hair relaxing and onesuitability for hair straightening procedure including:straightening or relaxing hair and scalp analysis 20services, determine type client preparation 10

of service to offer and sanitary practices 10

products to use, and safe practices and procedures 40perform safe and to standards indicated on a hair relaxing andsanitary hair relaxingand straighteningprocedures

straightening performance chart.






The student should:

Relaxing andStraightening

Definitions define the terms hair relaxing, hair straightening,thermal pressing/combing/brushing and soft curlpermanent wave

Methods describe the physical and chemical-assistedmethods available to relax and/or straighten hair

explain the advantages/disadvantages of availablehair relaxing and hair strengthening methods

Implements describe and demonstrate safe use of implementsused when relaxing and straightening hair


15,EAdvanced



The student should:

Chemicals identify chemicals that may be used to relax orstraighten hair; e.g.:

ammonium thioglycolatesodium hydroxideacid-based chemicals

describe the advantages/disadvantages of eachchemical used in a chemical hair relaxing or hairstraightening process

compare chemical-assisted waving methods withchemical-assisted relaxing/straightening methods.

Personal and ClientSafety

Hair and Scalp identify and describe the potential damage andSafety injuries that may result from improper use of hair

relaxing/hair straightening implements andchemicals

describe and demonstrate precautions takenbefore, during and after a hair relaxing orstraightening service to protect the scalp, facialskin and different types of hair from damage orinjury

Personal Safety demonstrate precautions taken and emergencyprocedures in-place to protect clients and thecosmetologist.

Relaxing/StraighteningMethods

Physical Methods demonstrate a procedure using physical methodsto relax/straighten curly hair; e.g.:

thermal pressing/combing/brushing

distinguish among physical thermal methods usedon fine, medium and coarse textured hair

describe the purpose and demonstrate the use ofpressing oil or cream


,1 5 3


MODULE COS3090: RELAX/STRAIGHTEN HAIR (continued)


ChemicallyAssisted Methods

The student should:

demonstrate a procedure using chemicallyassisted methods to relax/straighten hairincluding:

hair and scalp analysishair and scalp preparation and protectionchemical selectionchemical applicationphysical processingstrand testingrinsingneutralizing, shampooing, conditioning.

Retouching explain why hair relaxing and straighteningretouches may be required and their usualfrequency

demonstrate retouching:physically relaxed head of hairregrowth on chemically assisted relaxed orstraightened hair

demonstrate how previously treated hair may beprotected during a chemically assisted retouch.





dispose of waste materials in an environmentallyappropriate manner.


5F.32/ Cosmetology Studies, CTS(1997)


MODULE COS3100: WAVE, RELAX & STRAIGHTEN HAIR (CLIENT SERVICES)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1050 Permanent Waving 1 (The Physical Process)COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing .2COS2060 Permanent Waving 2 (Cold Waving)COS2070 Permanent Waving 3 (Heat-assisted)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3080 Permanent Waving "5 (DesignerCOS3090 Relax/Straighten Hair

Module Description: Students analyze a client's hair and scalp, and recommend appropriate waving,relaxing and straightening services.




Module Learner Assessment Criteria and Conditions SuggestedEmphasisExpectations


consult with and analyze Process and Product in which the student will:a client's waving,relaxing and

determine clients' waving, relaxing orstraightening needs and perform a minimum of one

straightening needs waving, relaxing and straightening procedures

recommend and promoteincluding:

appropriate services andtreatments

client consultation and analysisclient preparationpre-conditioning, where necessary

201010

perform client-approved waving, relaxing or straightening service 45

services to a client's post-conditioning 5

satisfaction forming and finishing. 10

Assessment ToolCOSTAT3100: Wave, Relax & Straighten (Client

Services)


BEST COPY AVAILABLE

155CTS, Cosmetology Studies /F.33

(1997)

MODULE COS3100: WAVE, RELAX & STRAIGHTEN HAIR (CLIENT SERVICES) (continued)



The student will:








Client Orientation

The student should:


follow salon/shop policy for assisting clients withhats, coats and other personal belongings

drape clients appropriately

remove hair ornaments, if present.


demonstrate care, concern and tact during theconsultation process

analyze each client's hair and scalp to determinewaving, relaxing or straightening needs

advise each client of advantages/disadvantages ofdifferent services and maintenance needs of eachservice

recommend waving, relaxing or straighteningservice

confirm each client's preferred services beforestarting any service.

Preparation plan the service

design the sectioning and handling patterns

select implements, chemicals and materialsrequired to perform the service

prepare the work area.

F.34/ Cosmetology Studies, CTS(1997) 5S


41)


Performing Services

The student should:

prepare the hair and scalp (e.g., shampoo, pre-condition), as necessary

apply protective agents and materials, asnecessary

perform waving, relaxing or straightening servicesas agreed to by clients

take test curls/strands, as necessary

neutralize hair, as necessary and as directed bychemical manufacturer's instructions

form and finish the hair

ensure clients' comfort and safety throughouteach service.



update the data base following each service.




sanitize and return all items to their properstorage areas





(1997)

MODULE COS3110: COLOURING 2 (PERMANENT)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2090 Colouring 1COS2100 Colour Removal 1COS3010 Professional Practices

Module Description: Students describe the purposes and principles of permanent haircolouring,identify permanent colouring products, their active ingredients and their effectson the hair and possible effects on the body, and demonstrate skin and strandtesting and retouch and whole head colour applications.






The student will:

identify and describe:purposes, principlesand types ofpermanenthaircolouring

products available topermanently colourhairproduct selection,mixing andpreparation processessafety practices thatmust be followedwhen usingpermanenthaircolours


Concept Testing in which the student will:prepare and present a report on permanenthaircolouring (e.g., principles, products,procedures and safety practices).

Assessment ToolCTS Rubric: Presentation/Reportsgiven 30 questions relating to permanenthaircolouring, answer a minimum of 25 questionscorrectly.


Haircolouring

20

25


BEST COPY AVAILABLE

15SCTS, Cosmetology Studies /F.37

(1997)

MODULE COS3110: COLOURING 2 (PERMANENT) (continued)




perform a variety of Process and Product in which the student will: 55permanent haircolouring demonstrate safe and sanitary practices whenprocedures including the performing a minimum of two permanentapplication of: haircolouring procedures.

coating dyes Assessment Toolaniline derivativetints

COSTAT3110: Colouring 2 (Permanent)





The student should:

Permanent identify and describe the advantages/Haircolouring disadvantages among permanent haircolouringAgents agents including:

oxidation tintsvegetable tintsmetallic dyescompound dyes

explain the relationship among terms used todescribe oxidation tints; e.g.:

aniline derivative tintspenetrating tintsamino tintssyntheticorganic tints

explain the action of para-phenaline diamine andhydrogen peroxide in permanent haircolouring

compare the purpose of:penetrating tintscoating dyesfillers.




PermanentHaircolouringProcesses

The student should:

describe the chemical and physical actions of tintson the hair structure and its natural colouringpigment, melanin

describe the purpose of:a single-process tintthe double process

describe the major procedures to follow whenproviding:

a single-process tintthe double process.

Hair Analysis identify and describe the chemical and physicalcharacteristics of hair; e.g.:

virgin hairwhite hairgrey hairchemically treated haircoloured haircoated hair

describe and demonstrate techniques available todetermine the suitability of hair for permanenthaircolouring; e.g.:

physical testsobservationstrand tests

distinguish between hair that may/must not betreated with oxidation tints

explain the consequences of applying oxidationtint to hair coated with metallic or compound dyes

determine when and describe why a filler may berequired.

Scalp Analysis perform scalp analyses to determine theirsuitability to come into contact with oxidationtints

distinguish between negative (safe) and positive(unsafe) reactions to oxidation tints

Advanced©Alberta Education, Alberta, Canada 6i?




PredispositionTests

The student should:

perform a predisposition test before eachapplication of an oxidation tint.

Client Analysis describe factors to be considered when selecting apermanent haircolour appropriate to each client'scolouring.

Formulating Colours identify and describe methods used bymanufacturers to distinguish among oxidationtints in different colour ranges

describe and distinguish between colour level andbase colour of oxidation tints

describe and explain criteria to be consideredwhen selecting and formulating colours usingoxidation tints.

Selecting andPreparing Tints

describe criteria to be considered when preparing:fillerssingle-process tintstints used in the double process

select and mix appropriate tints with appropriatevolumes and quantities of hydrogen peroxide toachieve desired colour changes on:

virgin coloured hairgrey hairwhite hairlightened hair (i.e., tint backs).

Taking Strand Tests select appropriate strands, apply tint mixture,process and test for development of desiredcolour on each strand

check and record development time for hair ondifferent areas of the head.

6 1.F.40/ Cosmetology Studies, CTS(1997)




Tint Applications

The student should:

demonstrate safe and sanitary single-process tintapplication procedures including:

white/grey hair applicationsvirgin hair applicationsshort hair applicationslong hair applicationsretouch applicationstint backs

distinguish among single-process tint applicationsdesigned to:

lighten virgin hairdarken virgin hair.

Whenever possible, tintapplications should beon live models.

Colouring Shampoos describe the purpose of colouring shampoosincluding:

highlighting shampoo tintshighlighting shampoossoap caps

analyze and test the hair and scalp beforerecommending the application of a colouringshampoo

apply, process and strand test colour shampoos.

The DoubleProcess*

describe the purpose and action of toners

explain the relationship between lightening andtoning in the double process

analyze the hair and scalp to determine theirsuitability for double process services

determine and describe the foundations (e.g.,porosity, colour level) required for selected tonersto achieve desired haircolours.

*These concepts may also/alternatively be addressed in Colour Removal 2 (COS3120).

Advanced©Alberta Education, Alberta, Canada 2




Removing CoatingDyes*

The student should:

describe and demonstrate techniques and productsavailable to remove coating dyes

explain safeguards required following the removalof coating dyes.

Keeping Records

Data Base

Release Form

establish a data base for each "client"

update the data base with information on eachservice performed

describe the purpose of a release form and itslegal significance

demonstrate strategies that encourage clients tosign release forms.


protect self and others by followingmanufacturer's instructions for each permanentcolour service


sanitize and return all implements and materialsto their storage areas after use



*These concepts may also /alternatively be addressed in Colour Removal 2 (COS3120).

63


MODULE COS3120: COLOUR REMOVAL 2

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2090 Colouring 1COS2100 Colour Removal 1COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3110 Colouring 2 (Permanent)

Module Description: Students analyze the condition of the hair and scalp and the nature of colourin/on hair, and prepare and apply various colour removal products to regrowthsand whole heads of hair.







identify and describe the Concept Testing in which the student will: 20range of colour removal prepare and present a report on the range of colourmethods, techniques and removal methods, techniques and productsproducts available to available to professional cosmetologists and theprofessional safety and sanitation procedures required whencosmetologists, and thesafety and sanitationrequired before, during

using different products.

Assessment Tool

and after each colourremoval service


analyze the hair andscalp, and determinetheir suitability toreceive colour removalservices

40


BEST COPY AVAILABLECTS, Cosmetology Studies /F.43

(1997)1.1





perform a variety of safe Process and Product in which the student will: 40and sanitary colour perform a minimum of one of each of theremoval procedures following colour removal procedures:including the use of: bleaching

bleaches (oil, cream,powder)

frosting, highlighting, etc.colour stripping.

dye solvents Assessment Toolother colourremovers

COS3120: Colour Removal 2






The student should:

Colour Removal name, describe and differentiate among availableChemicals colour removal (decolourization) chemicals; e.g.:

bleachesdye removers

explain the action and effects on the hair andscalp of different bleaching agents including:

oil bleachcream bleachpowder bleach

explain the purpose and action ofprotinators/activators

explain the action and distinguish between theuses of:

oil-base colour removersdye solvents

describe and explain the advantages/disadvantages of using low, medium and highvolume hydrogen peroxide

F.44/ Cosmetology Studies, CTS(1997) i5 Advanced



The student should:

Colour Removal increase and decrease the strength of hydrogenChemicals(continued)

peroxide

test the strength of hydrogen peroxide (ahydrometer/peroxometer may be used)

identify the chemicals and describe their purposein the double-process; i.e., bleach and toner.

Stages of Lightening identify and describe each of the seven stages oflightening

describe the physical and the chemical changesthat occur in hair during the seven stages oflightening

explain how environmental and personal factorsmay affect the hair lightening process; e.g.:

timetemperatureexternal heatproduct strengthnatural hair colour

explain similarities /differences among removingcolour from:

virgin hairtinted hairhair coloured with metallic or compounddyestuffs.

Hair and Scalp analyze the hair and scalp prior to the applicationAnalysis of any colour or colour removal agent

analyze the suitability of the hair and scalp to betreated with:

bleachesdye removers

Predisposition perform a predisposition test before using anyTest product containing an aniline derivative tint or

toner

perform a strand test before making completeapplications of any colour removal agent.





Keeping Records

The student should:

establish a data base for each client

update the data base to include details of pre-application tests

request that clients sign release forms beforeproviding colour removal and colouring services.

Colour RemovalServices

mix and prepare colour removal products andagents

decolour virgin hair to preferred lightening level

decolour artificially coloured hair to safelightening level

lighten the regrowths to match the lightening levelof previously lightened hair

plan and perform designer lightening services,e.g.:

highlightingfrostingstreakingsingle-process lighteningthe double process (i.e., lightening).


protect self and others by following chemicalmanufacturer's instructions for each colourremoval service and related services


sanitize and return all implements and materialsto their proper storage area



I 6 7F.46/ Cosmetology Studies, CTS(1997)


MODULE COS3130: COLOURING & REMOVAL 2 (CLIENT SERVICES)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2090 Colouring 1COS2100 Colour Removal 1COS2110 Colouring & Removal 1 (Client Services)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3110 Colouring 2 (Permanent)COS3120 Colour Removal 2

Module Description: Students analyze the condition of a client's hair and scalp, consult with theclient, and recommend, prepare for, and perform colouring and colour removalservices.







demonstrate compe- Process and Product in which the student will:tencies related to current perform a minimum of one colouring and onehaircolouring and colour colour removal service, each to include:removal services,including:

hair and scalp analysisclient consultation

1010

hair and scalp service(s) promotion 5

analysis client preparation 5

client consultation safe and sanitary colouring procedures 30

service promotion safe and sanitary colour removal procedures 30

and sales pre- and post-conditioning treatments, where 10

client preparation necessary.

safe and sanitary Assessment Toolcolour and colour COSTAT3130: Colour & Removal 2 (Clientremoval applications Services)


am COPY AVAILABLEet 0






pre- and post-conditioningpractices, wherenecessarymeeting a client'sneeds


competencies. interaction during the instructional period. throughout




The student should:

Client Orientation prepare the work area to encourage and supporteach client's desire for haircolouring services


follow salon/shop policy for assisting clients withhats, coats and personal belongings

drape clients appropriately

remove hair ornaments, if present.

Client Consultation describe each client's needs and wants forand Analysis haircolouring services

demonstrate care, concern and tact during theconsultation process

analyze each client's hair and scalp to determinetheir suitability for various colouring and/orcolour removal services

perform and analyze the results of:predisposition testsstrand tests




Client Consultationand Analysis(continued)

The student should:

advise each client about the advantages,disadvantages and maintenance of alternatehaircolour services

recommend services based on analyses and tests.


update the data base for each service provided andinclude details and results of predisposition andstrand tests

follow salon/shop policy regarding the signing ofrelease forms by clients.

Performing Services drape, prepare and protect clients appropriate toeach service

prepare the work area

prepare chemicals and arrange applicationimplements for easy access:

sectioning and blocking hair appropriatelyapplying colouring/decolouring agentsprocessing and strand testingremoving agents when desired colours areattainedcleansing and conditioning the hair and scalpapplying rinses or toners, as requiredremoving colouring agent from skinforming and finishing.


protect clients, self and others by followingmanufacturer's instructions when working withcolouring agents


sanitize and return all implements and materialsto their proper storage areas after use




170


MODULE COS3140: BODY THERAPY

Level: Advanced

Theme: Skin Care

Prerequisites: COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS2120 Facials & Makeup 1COS2130 Facials & Makeup 2 (Client Services)COS2140 Skin Care 2 (Client Services)COS3010 Professional Practices

Module Description: Students apply available technology to provide therapies (heat, electrical andlight), apply principles and practices of body therapy, and apply skin careproducts to body surfaces.

Module Parameters: Access to professional esthetology facility, experienced esthetologists andcurrent technology.





identify and describe the Concept Testing in which the student will:beauty therapist's role prepare and present a report on the role of beauty 40and the therapies and therapists in the cosmetology industry and thetechnologies used andtheir effects on bodyhealth and appearance

therapies and technologies.

Assessment ToolCTS Rubric: Preseniation/Reports

apply principles and Process and Product in which the student will:practices of body demonstrate a minimum of four different body 60therapy and useavailable technologies toenhance each client's

therapies.

Assessment Tool

wellness and appearanceCOSSAT3140: Body Therapy




BEST COPY AVAILABLE



MODULE COS3140: BODY THERAPY (continued)


ProfessionalRoles andResponsibilities

The student should:

define the terms and distinguish among theservices performed by:

body therapistscosmeticiansestheticiansdermatologists

name and describe body conditions that:may be treated by body therapists andestheticiansmust not be treated by body therapists

use and explain terms describing body therapytreatments.

Body Therapies describe the purpose of body therapies

explain possible relationships among bodysystems and structures and body therapies

describe the advantages/disadvantages of selectedtherapies; e.g.:

electrotherapymassage therapymask therapywater/steam therapyaroma therapyphyto (herbal) therapy.

Body TherapyTechnology

name and describe the types and purposes oftechnology used in performing body therapies

name, describe and demonstrate the safe andsanitary use of technology used to perform bodytherapy treatments including:

disincrustationiontopherissuctioningspraying/atomizing

define related terms; e.g.:phoresiscataphoresisanaphoresis




The student should:

Electro Therapy explain the effects of electrical skin treatmentagents including:

galvanic currentsfaradic currentssinusoidal currentstesla (high frequency) currents

describe and demonstrate the difference betweendirect and indirect treatments using electrotherapies

Massage name and describe electrical-assisted massageTherapies technology

demonstrate safe and sanitary manual andtechnology-assisted massage techniques

Mask Therapy describe the purpose of an electric mask machine

demonstrate the safe and sanitary use of anelectric mask machine, if available

Light Therapy explain the purpose of light therapy

distinguish between:visible rays and non-visible rayschemical and heat raysultraviolet and infra red rays

demonstrate the safe and sanitary use of lighttherapy technology, if available.

Body Therapy: name and describe natural, organic substancesHerbs and used in selected beauty therapiesChemicals

identify active ingredients in chemicals used inselected body therapies

demonstrate the safe and sanitary use of:mask therapiesaroma therapies.



MODULE COS3140: BODY THERAPY (continued)


Consultations,Analyses andTreatments

The student should:

analyze each client's skin to determine itscondition and other characteristics

select suitable body therapy treatments

recommend body therapies to clients

perform body therapies, as available.


describe and demonstrate electrical safetypractices

demonstrate sanitary practices before, during andafter providing body therapies

maintain a clean, safe work area.


74F.54/ Cosmetology Studies, CTS Advanced(1997) ©Alberta Education, Alberta, Canada

MODULE COS3150:

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

HAIR REMOVAL

Advanced

Skin Care

COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS3010 Professional Practices

Students describe temporary and permanent hair removal methods, classify eachmethod as a physical, chemical or electrical procedure, and identify and describesafety and sanitary practices for each procedure.

Access to professional esthetology facility and current hair removal technology.





distinguish between Concept Testing in which the student will: 40temporary and given 25 questions relating to hair removal, answerpermanent methods ofhair removal anddescribe the advantages/

a minimum of 20 questions correctly.

Assessment Tool

disadvantages of eachBoard Exam Review for Cosmetology:

method Removing Unwanted Hair

distinguish betweenhairs that may beremoved and those thatmust not be removed

analyze skin to Process and Product in which the student will: 60determine suitability for perform a minimum of one each of the followinghair removal service and physical hair removal procedures: eyebrowuse physical methods to arching, facial hair removal, waxing usingremove hair in a safe andsanitary manner

available technology and products.





BEST COPY AVAILARE

1 75


MODULE COS3150: HAIR REMOVAL (continued)


The student should:

Terms and define terms related to excess hair; e.g.:Techniques hirsute

hypertrichosis

identify and describe temporary and permanentmethods of hair removal

define the terms epilation and depilation

describe the advantages/disadvantages of variousphysical, chemical and electrical methods of hairremoval.

Skin and Hair identify hirsute areas of the body and determine:Analysis suitability for hair removal

suitable hair removal method(s)

identify and describe body areas/conditions thatmust not be treated with hair removal methods.

Temporary Methods describe the advantages/disadvantages of selectedof Hair Removal temporary methods of hair removal including:

physical depilatories; e.g., shaving, tweezing,stringingchemical depilatories

Tweezing identify and describe types of tweezers used toremove hair

demonstrate safe and sanitary use of equipmentand techniques to tweeze hair

Physical identify and describe types of wax used asDepilatories depilatories

demonstrate safe and sanitary use of hot and coldwax equipment and hot and cold wax hairremoval techniques

Chemical identify and describe types of chemicalDepilatories depilatories

describe and demonstrate skin analyses and testsrequired before using a chemical depilatory.


176.Advanced



Eyebrow Shaping

The student should:

analyze each client's facial shape and eyebrows todetermine suitable eyebrow shapings

identify the beginning, end and high point of eachbrow

use safe and sanitary tweezing and/or waxingprocedures to create suitable eyebrow shapings.

Permanent Methodsof Hair Removal

describe the advantages/disadvantages ofelectrolysis

identify areas of the body that may/must not betreated by electrolysis

describe and demonstrate an analysis procedurethat must precede any electrolysis treatment

describe a safe and sanitary procedure used toperform electrolysis.


describe and demonstrate safe and sanitarypractices used when performing temporary andpermanent hair removal






V77CTS, Cosmetology Studies /F.57

(1997)

MODULE COS3160:

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

SKIN CARE 3 (CLIENT SERVICES)

Advanced

Skin Care

COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS2120 Facials & Makeup 1COS2130 Facials & Makeup 2 (Client Services)COS2140 Skin Care 2 (Client Services)COS3010 Professional PracticesCOS3140 Body TherapyCOS3150 Hair Removal

Students analyze a client's skin and determine skin care needs, consult with theclient, and recommend, prepare for, and perform approved skin care services.

Access to a professional esthetology facility, equipment and materials.




The student will:

welcome and orient the


Process and Product in which the student will:

,

client, analyze skin care perform client orientation, preparation and 25needs, recommend and consultation procedurespromote the sale of promote, sell and perform client-approved skin 50services and products care servicesrelating to these needs promote and sell skin care products related to 25

prepare the client and clients' needs.

perform client-approved Assessment Toolsafe and sanitary skin COSPRAC-3: Practical Experiences: Checklistcare services for Student Performance (Advanced Level)





BEST COPY AVAILABLE



(1997)

MODULE COS3160: SKIN CARE 3 (CLIENT SERVICES) (continued)


Client Orientation

The student should:

prepare the work area to promote skin careservices and products



direct and assist clients to be seated at aconsultation area.


consult with clients to determine their skin careneeds and wants

advise clients of the scope of skin care servicesincluding technology available and the purpose ofeach service

analyze each client's skin and recommendservices for treatable conditions

advise each client of the advantages/disadvantages of treating/not treating skinconditions

advise each client of cost of each skin care service

obtain each client's consent before performingskin care services

advise each client of personal skin careprocedures and products suitable for use betweenprofessional skin care services.

Equipment,Materials andImplements


prepare the work area for skin care services.




Performing SkinCare Services

The student should:

drape each client as appropriate for service(s)

perform skin care procedures with the aid ofavailable technology in each of the followingservice areas:

skin analysissurface and deep cleansinghair removal; e.g., eyebrow shapingtoning, including selected body therapiesnourishingadornment including the application ofcosmetics for day, evening, corrective andspecial occasion wear

remove draping and assist in refinishing eachclient's hairstyle

direct clients to dressing room if change ofclothing is necessary.

Keeping Records establish a data base for each skin care client

update the data base after completing each skincare service.


demonstrate safe and sanitary skin care practices







MODULE COS3170: MALE FACIAL GROOMING 1

Level: Advanced

Theme: Male Facial Grooming

Prerequisites: COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS2040 Haircutting 1COS3010 Professional Practices

Module Description: Students describe principles and demonstrate practices for male facial grooming,including basic skin care, shaving, moustache/beard shaping, trimming andwaxing, and nasal and aural hair removal.

Module Parameters: Access to a professional hairstyling/barber facility.






identify and describe the Concept Testing in which the student will: 40history, purpose andprinciples of shaving,and the shaping,trimming and waxing ofmale facial hair

prepare and present a report on the history,purpose and principles of male facial grooming.


demonstrate the safe and Process and Product in which the student will: 60sanitary handling of perform a minimum of one each of the followingimplements and male facial grooming procedures:technology for male shaves (may be performed on a mannequin)facial grooming and sideburn shapingmale facial grooming moustache shaping/trimmingprocedures beard shaping/trimming

moustache waxing.

Assessment ToolCOSTAT3170: Male Facial Grooming 1






BEST COPY AVAILABLE

3 StCTS, Cosmetology Studies /F.63

(1997)

MODULE COS3170: MALE FACIAL GROOMING 1 (continued)


The student should:

Male FacialGrooming

Historical Trends identify and describe historical changes in the:way in which male facial hair was groomedtechnology used to groom male facial hair

Practices identify and describe male facial groomingpractices including:

shavingmoustache shaping, trimming and waxingbeard shaping, trimming and waxingsideburn shaping and trimmingremoval of other superfluous facial hair

Implements and identify, describe and demonstrate the safe andProducts sanitary use of male facial grooming implements

and products including:razorsscissorsclippersstropshoneslatherizerssteamerstalcpre-shave/after-shave lotionsbeard and moustache waxeshot towels.

Facial Shaving list and describe the procedure followed toperform a facial shave

describe the relationship between the facialshaving procedure and the skeletal structure of theface

perform a facial shave adhering to current health Facial shaves should be

and safety regulations concerning the handling ofhuman tissue

performed on inflatedballoons.

describe and demonstrate the use of styptics to The use of styptic powder

stop bleeding of minor. cuts. is recommended.




The student should:

Sideburns,Moustaches and

describe alternate designs for grooming malefacial hair

Beardsdescribe how facial shape, structure and featuresrelate to choice of a design for male facialgrooming

describe safe and sanitary procedures available to:wax facial haircolour facial hair

demonstrate methods to shape and trim sideburns,moustaches and beards to create alternative

Procedure may beperformed on male

designs suited to individual facial shapes andfeatures.

mannequins.

Safety and follow safe and sanitary practices and procedures Review local and

Sanitation provincial health anddemonstrate first aid for minor cuts safety regulations.


sanitize implements after each use and return totheir proper storage areas


,I S3Advanced CTS, Cosmetology Studies /F.65©Alberta Education, Alberta, Canada (1997)

MODULE COS3180: MALE FACIAL GROOMING 2 (CLIENT SERVICES)

Level: Advanced

Theme: Male Facial Grooming

Prerequisites: COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS2040 Haircutting 1COS3010 Professional PracticesCOS3170 Male Facial Grooming 1

Module Description: Students analyze a client's face to determine facial grooming needs, consult withthe client, and recommend and perform male facial grooming services, asrequired.

Module Parameters: Access to a professional hairstyling/barber facility.






welcome, orient and Process and Product in which the student will:consult with and analyze perform a minimum of one each of the followinga client's needs for male services:facial grooming services shaves (may be performed on mannequins) 50and products, and sideburn shaping/trimming 10recommend and promote moustache shaping/trimming 15the sale of these services beard shaping/trimming 10and products moustache waxing 10

perform client-approvedremoval of other superfluous facial hair. 5

safe and sanitary male Assessment Toolfacial grooming COSTAT3180: Male Facial Grooming 2 (Clientprocedures to a client'ssatisfaction

Services)





BEST COPY AVAILABLE

Advanced©Alberta Education, Alberta, Canada 184 CTS, Cosmetology Studies /F.67

(1997)

MODULE COS3180: MALE FACIAL GROOMING 2 (CLIENT SERVICES) (continued)


Client Orientation

The student should:

prepare the work area to encourage and supportthe sale of male facial grooming services andproducts



drape clients appropriately.


describe each client's needs for facial groomingservices

analyze each client's facial shape, features andskin conditions

select suitable grooming services

recommend services and related products toclients.

Performing Services drape, prepare and protect clients appropriate toeach service

prepare the work area

perform facial grooming services* agreed to byclient including:

shavingsideburn shaping/trimmingmoustache shaping/trimmingbeard shaping/trimmingmoustache waxingremoval of other superfluous facial hair.

Facial shaves should beperformed on inflatedballoons.


follow safe and sanitary practices and procedures

perform first aid for minor cuts


sanitize implements after each use and return totheir proper storage areas



* Additional services may include facial massage and related treatments, removal of aural and nasal hair, beard/moustache colouring.

F.68/ Cosmetology Studies, CTS(1997) 1E5 Advanced


MODULE COS3190: NAIL TECHNOLOGY

Level: Advanced

Theme: Nail Care

Prerequisites: COS1010 Personal ImagesCOS1070 Manicuring 1COS2150 Manicuring 2COS3010 Professional Practices

Module Description: Students describe causes of nail breakage and damage, demonstrate techniquesused to repair damaged nails and apply artificial nails, and describe effects ofartificial/sculptured nails on natural nails.

Module Parameters: Access to a professional esthetology facility and current nail technology.





define nail technology Concept Testing in which the student will:and describe current nail prepare and present a report on current trends and 10technology services andtheir purpose

practices in nail technology.

Assessment Toolidentify, describe anddemonstrate the safe andsanitary use of materialsand implements


Process and Product in which the student will:perform a minimum of three analyses of hands and

associated with nail nails to determine their suitability for nail

technology servicestechnology services and perform a minimum oftwo nails, from any four of the following nail

analyze hands and nails technology services listed below including theand perform a variety of application and maintenance of:nail technology services; nail tips 90

e.g., applying and nail wrapsmaintaining: acrylic nails

nail tips fill-insnail wraps gels.acrylic nailsfill-ins Assessment Tool

gels COSTAT3190: Nail Technology






SE8T COPY AVAILABLE

hS6


MODULE COS3190: NAIL TECHNOLOGY (continued)


Nail Technology

Definition

Types of Services

Materials andImplements

The student should:

define the term nail technology

identify and describe materials and implementsthat may be used to perform each type of nailtechnology service and the advantages/disadvantages of each

distinguish between nail technology services andbasic manicuring.

Nail Tipping/Gels

Preparation

Pre-serviceProcedures

Application

Post-serviceProcedures

Maintenance andRemoval

prepare materials and implements required toperform a nail tip/gel service

perform a pre-service sanitation procedure

analyze each client's hands and nails, adviseclients about the nature of services and post-service maintenance required

select a nail tipping service based on theconsultations and analyses

apply the nail tips/gels according to themanufacturer's instructions, complete shapingand offer basic manicuring procedures

perform a post-service procedure including:follow-up appointmentsale of related productssanitizing work area and implements

demonstrate procedures to maintain and removenail tips.

The module learnerexpectation may beachieved by performingservices on one or morenails.

Nail Wrapping

Preparation prepare materials and implements required toperform a nail wrap service





The student should:

Pre-service perform a pre-service sanitation procedure The module learner

Proceduresanalyze each client's hands and nails, advise

expectation may beachieved by performing

clients about the nature of service and post- services on one or more

service maintenance required nails.

select a nail wrapping service based on theconsultation and analysis

Applications apply nail wraps* where required according tomanufacturer's instructions and complete basicmanicuring procedures

Post-service perform a post-service procedure including:Procedures follow-up appointment

sale of related productssanitizing work area and implements

Maintenance and demonstrate procedures to maintain and removeRemoval nail wraps.

Acrylic Nails

Preparation prepare materials and implements required to The module learner

perform a nail extension service expectation may beachieved by performingservices on one or morenails.

Pre-service perform a pre-service sanitation procedureProcedure

analyze each client's hands and nails, adviseclients about need for regular maintenance of nailextensions

Preparing the select an acrylic nail service and the type ofAcrylic extension service to perform (e.g., one tone, twoCompound colours)

prepare the compound according to themanufacturer's instructions and prepare client

Application apply the compound according to themanufacturer's instructions and complete shapingand related manicure procedures

* Applications should be made using prepared fibre wrapping materials.


A . 86CTS, Cosmetology Studies /F.71

(1997)



Maintenance andRemoval

The student should:

follow manufacturer's instructions formaintaining and removing nail extensions.


follow safe and sanitary practices and procedures



ensure proper ventilation

sanitize and return all materials to proper storageplaces after use



189


MODULE COS3200: PEDICURING

Level: Advanced

Theme: Nail Care

Prerequisites: COS1010 Personal ImagesCOS1070 Manicuring 1COS2150 Manicuring 2COS3010 Professional Practices

Module Description: Students describe relationships between a manicure and pedicure, and identifyand demonstrate a pedicuring procedure, including foot massage.

Module Parameters: Access to a professional esthetology facility and equipment.





describe the purpose of Process and Product in which the student will:pedicuring and the analyze feet and toe nails 40relationship between a select and perform a minimum of three pedicuring 60manicure and pedicure services.

identify and describe the Assessment Toolbasic structure of feetand the diseases anddisorders that may affectfeet

COSTAT3200: Pedicuring

analyze feet, determinetheir suitability forpedicure services,prepare a pedicure workarea, and performpedicure proceduresincluding foot massage






BEST COPY AVAILABLECTS, Cosmetology Studies /F.73

(1997)

MODULE COS3200: PEDICURING (continued)


Pedicure Defined

The student should:

define the terms pedicure and pedicurist

compare manicuring with pedicuring.

Anatomy andPhysiology

identify and describe the basic structure of thefeet, toes and toenails

explain the relationship among the various partsof the nail and surrounding tissues.

Foot and NailDisorders,Diseases andTreatments

list and describe disorders and diseases of the feetand nails that

may be treated by a pedicuristmay not be treated by a pedicurist.

Foot and NailAnalysis

analyze the condition of feet and toenails todetermine treatable/non-treatable conditions

list and describe the procedure and purpose ofservices that may be used to treat treatable footand toenail conditions.

Equipment,Cosmetics andImplements

identify, describe and demonstrate safe andsanitary use of pedicure equipment, cosmetics andimplements.

Pedicure Services perform pedicure services including:client analysis and consultationfoot and nail preparationnail and cuticle shapingfoot massageconditioningnail polishing, if required.

The nail-wax/baths/treatments may beappropriately used tocondition feet.


identify and follow safe and sanitary pedicureprocedures







1 0 1 Advanced©Alberta Education, Alberta, Canada

MODULE COS3210:

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

NAIL CARE (CLIENT SERVICES)

Advanced

Nail Care

COS1010 Personal ImagesCOS1070 Manicuring 1COS2150 Manicuring 2COS2160 Nail ArtCOS2170 Manicuring 3 (Client Services)COS3010 Professional PracticesCOS3190 Nail TechnologyCOS3200 Pedicuring

Students analyze client's hands, feet and nails and determine manicure/pedicureneeds, consult with the client and recommend services and products to enhancethe condition and appearance of nails, and use available technology to performmanicures/pedicures and related services.

Access to a professional esthetology facility and equipment.





meet, greet and orient a Applied Problem Solving in which the student will: 25client to available perform client orientation and preparationmanicure and pedicureservices

procedures.

consult with a client,analyze tissues of handsand feet, determine nail

Process and Product in which the student will:consult with clients, analyze tissues and needs,perform a minimum of two manicure and two

75

care needs, andrecommend and performservices agreed to by

pedicure services appropriate to clients' needs.

Assessment Tool

client in a safe andsanitary manner

COSTAT3210: Nail Care (Client Services)




BEST COPY AVAILABLE

Advanced°Alberta Education, Alberta, Canada


MODULE COS3210: NAIL CARE (CLIENT SERVICES) (continued)


Client Orientation

The student should:



direct and assist clients to be seated at work area

discuss clients' preferred nail services.


analyze client's hands and nails/feet and toenailsand assess their suitability for manicure/pedicureservices

identify alternative services and recommendservices based on analyses

consult with client to determine preferred services


ask client to remove rings and other hand or footadornments and have client put them in a safeplace.

Equipment,Cosmetics andImplementsPreparation

prepare the work area for client-approvedservice(s)

access and arrange all items required for theservice(s).

Performing Services perform manicure and related services including:plain manicures/pedicuresoil manicureshand and arm massage/foot massagenail art

use available technology to perform manicure,pedicure, massage and nail art services

advise clients how they may maintain the healthand groomed appearance of their hands, feet, nailsand nail art.


193Advanced


MODULE COS3210: NAIL CARE (CLIENT SERVICES) (continued)


The student should:

Keeping Records establish a data base (e.g., record card) for eachclient's manicure, pedicure and related service

update the data base after completing eachservice.

Safety and follow safe and sanitary service practices Review local and

Sanitation provincial health andperform first aid for minor cuts safety regulations.





11 9 4 CTS, Cosmetology Studies /F.77(1997)

MODULE COS3220: WIGS & TOUPEES

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2040 Haircutting 1COS2090 Colouring 1COS2180 Hairpieces & ExtensionsCOS3010 Professional PracticesCOS3050 Haircutting 2COS3110 Colouring (Permanent)

Module Description: Students identify the purpose of wigs and toupees, and factors affecting thequality of wigs and toupees, and demonstrate safe and sanitary procedures usedto clean, colour, cut, fit, repair and style wigs and toupees, as well as take headmeasurements and samples.

Module Parameters: Access to an assortment of wigs and toupees.




The student will:

explain the reasons whypeople wear wigs andtoupees

describe different typesof wigs and toupees, theadvantages/disadvantages of usingnatural hair/syntheticfibres and related qualityfactors

block and secure wigsand hairpieces andperform services (onnatural hair andsynthetic fibre hairgoods) including:

cleaningconditioningcutting/shapingforming and finishing


Concept Testing in which the student will:prepare and present a report on wigs and toupeeswhich describes the reasons they may be worn andquality factors that help determine theirappearance and cost.


Process and Product in which the student will:perform a comprehensive range of wig and toupeeservices including:

blocking and securingcleaningcutting/shapingforming and finishingminor repairscolouringmeasuring and samplingplacing and securing on head.

Assessment ToolCOSTAT3220: Wigs & Toupees

20

51015151010105

Advanced©Alberta Education, Alberta, Canada 95

RFST COPY AVAILABLE


MODULE COS3220: WIGS & TOUPEES (continued)



The student will: Assessment of student achievement should be based on:minor repairscolouring (temporary,semi-permanent)measuring andsampling





The student should:

Uses of Wigs and distinguish between wigs and toupees:Toupees hand-tied

wefted

explain why wigs and toupees are worn

list factors that may influence the wearing of hairgoods; e.g.:

fashionfadtrendhair loss

describe other commercial uses for hair goods(e.g., displays, theatrical).

Types of Wigs and distinguish among different types of wigs andToupees toupees; e.g.:

full wigshalf wigspartial wigstheatrical wigsfashion wigsdisplay wigs

describe the advantages/disadvantages of eachtype of wig and toupee.




The student should:

Types of Hair and analyze wigs and toupees to identify hair or fibreFibre content:

human hairanimal hairsynthetic fibres

explain the advantages/disadvantages of usingeach type of hair and fibre to construct wigs andtoupees designed for different uses; e.g.:

theatrical usedisplay use.

Types of distinguish between the construction of machine-Construction made and hand-tied wigs and toupees

explain the advantages/disadvantages of:hand-tied and machine-made hairpieceslace-based and nylon-based wigs and toupees

analyze hairpieces and identify their method ofconstruction.

Safe Handling of identify and describe safe handling and safe careHair Goods and maintenance techniques for:

machine-made/hand-tied wigs and toupeesnatural hair/synthetic fibre wigs and toupees.

Equipment, Toolsand Supplies

demonstrate safe and sanitary handling,preparation and use of equipment, tools andsupplies (e.g., cleaning chemicals) used to carefor and maintain wigs and toupees

Care andMaintenance

Blocking and block and secure wigs and toupees to ensure theySecuring retain their shape during servicing


9




The student should:

Cleaning identify and describe methods of cleaning natural Cleaning fluid fumes may

hair and synthetic fibre wigs and toupees be harmful. Use only inwell-ventilated area.

identify chemicals used to clean different types ofwigs and toupees

clean a variety of wigs and toupees usingappropriate chemicals and cleaning and dryingtechniques

Conditioning identify and describe conditioning methods andproducts used on different types of wigs andtoupees

condition natural hair and synthetic fibre wigs andtoupees

Forming distinguish between wigs and toupees thatrequire/do not require forming

distinguish between hair goods that may be/mustnot be formed with the aid of a curling iron

plan forming patterns for different types andstyles of wigs and toupees

form wigs and toupees using a variety of formingtechniques and implements:

rollerscurling ironspin curlsfinger waveblow wavehot brush

Finishing finish hair using a variety of finishing implements(e.g., combs, brushes, picks) to dress wigs andtoupees into preferred styles.




Cutting, Shaping,Styling

The student should:

describe desired shape, style and hair length ofhair good

plan the cutting procedure:blocking, securingsectioninglength removaldensity reductiontools required

execute the cut and check and confirm correctnessand suitability.

Colouring describe desired colour change

analyze hair goods and determine suitability forcolour change/enhancement

describe type of colouring that may/may not beused for different types of hair goods; e.g.,different hair/fibres, different constructions

perform temporary and semi-permanent colouringprocedures on suitable hair goods.

Caution must be exercisedwhen working onclients' hair goods.

Measuring andSampling

identify and list measurements required whenordering, remodelling or repairing wigs

take and record required measurements

check accuracy of recorded measurements

describe and demonstrate the procedure for takingsamples of a client's hair to send to wig makertogether with wig or toupee measurements.

Repairing andAdjusting

identify and describe procedures used to performminor repairs and adjust a wig or toupee includingprocedures that:

adjust hair good to larger sizeadjust hair good to smaller sizerepair stitching on a wefted hair goodrepair minor tears in the foundation of hairgoods.


199




Placing and Securing

The student should:

identify and describe alternative methodsavailable to secure a toupee to the scalp

place and secure wigs and toupees on heads.


follow safe and sanitary hair goods handlingprocedures





0


MODULE COS3230: HAIR GOODS (CLIENT SERVICES)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2040 Haircutting 1COS2090 Colouring 1COS2180 Hairpieces & ExtensionsCOS3010 Professional PracticesCOS3050 Haircutting 2COS3110 Colouring (Permanent)COS3220 Wigs & Toupees

Module Description: Students analyze hair goods, make decisions relating to services needed, performclient-approved services to hair goods, and take a client's head measurements inpreparation for ordering a custom-made hair good.

Module Parameters: Access to a professional hairstyling or hair goods facility.





analyze a client's hair Applied Problem Solving in which the student will: 25goods, recommend care,maintenance andenhancement services,promote the sale of hairgoods related care andmaintenance products

analyze a minimum of three different hair goods,recommend services and home care products.

perform a variety of Process and Product in which the student will:services to hair goods to perform a variety of services relating to hair goodsensure that they are including:maintained and cleaning 15

enhanced to a client's cutting/shaping 10satisfaction; measure a forming and finishing 15client's head and take repairing (minor) 10samples of a client's hair colouring 10in preparation for measuring and sampling 10ordering a wig or toupee placing and securing 5

Assessment ToolCOSTAT3230: Hair Goods (Client Services)


BEST COPY AVAILABLE CTS, Cosmetology Studies /F.85(1997)

MODULE COS3230: HAIR GOODS (CLIENT SERVICES) (continued)



The student will:








Hair Goods Analysisand Consultation

The student should:

analyze hair goods to determine:conditionfibre/hair type and qualityconstructionneed for repairareas for enhancement

recommend services to clients that will helpmaintain and enhance their hair goods

suggest and promote the sale of home care hairgoods products

demonstrate sensitivity and concern about eachclient's needs.

Hair Goods Services

Care andMaintenance

Measuring andSampling

perform services on hair goods agreed to byclients including:

cleaningforming and finishingcutting/shapingrepairing (minor)temporary and semi-permanent colouringplacing and securing

take and record measurements of a client's headand demonstrate process of taking hair samplesfrom different areas of the head.

Caution must be exercisedwhen working onclients' hair goods.

Cleaning fluid fumes maybe harmful. Use only inwell-ventilated area.


-

follow safe and sanitary hair goods handlingprocedures





F.86/ Cosmetology Studies, CTS(1997) 2 2


MODULE COS3240: THEATRICAL MAKEUP 3 (CHANGING IMAGES)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1060 Skin Care 1 (Basic Practices)COS1080 Theatrical Makeup 1 (Basic Principles)COS2190 Theatrical Makeup 2 (Planning the Images)COS3010 Professional PracticesDES1020 The Design Process [Design Studies strand]

Module Description: Students identify materials and describe procedures used to construct and applytwo and three-dimensional makeup and prostheses, analyze images of charactersand design, plan and apply theatrical makeup to recreate images of characters.

Module Parameters: Access to a theatrical makeup facility, equipment and supplies.





identify and describe Concept Testing in which the student will: 20materials and processes prepare and present a report on the materials andused to construct and processes used to construct and apply three-apply three-dimensionalmakeup and prostheses

dimensional makeup and prosthesis.


design and execute plans Applied Problem Solving in which the student will: 30to change body images prepare worksheets to describe planned changes toof self and/or others by a minimum of one body image (including a totalusing theatrical makeup,two- and three-

head image, nasal and oral image, hand and armimage) with the aid of two- and three-dimensional

dimensional makeupmaterials and hair goods

makeup and hair goods.

maintain a portfolio of Process and Product in which the student will: 50designs created,including details aboutmakeup, prostheses and

perform a minimum of one each of two- and three-dimensional makeups.

hair goods usedAssessment ToolA

COSTAT3240: Theatrical Makeup 3 (ChangingImages)





CTS, Cosmetology Studies /F.87

203BEST COPY AVAILABLE

(1997)

MODULE COS3240: THEATRICAL MAKEUP 3 (CHANGING IMAGES) (continued)


Three-dimensionalMakeup

Types and Uses

Materials

TheatricalProstheses

Attaching andRemoving

The student should:

identify and describe different types and uses ofthree-dimensional theatrical makeup

describe materials used to create three-dimensional theatrical makeup

describe the purpose, advantages anddisadvantages of using prosthetic pieces

describe procedures available to:construct prosthetic piecesprepare the client's skin tissues to receive aprosthetic piececonceal edges of different prosthetic pieces

describe procedures and products used to attachand remove different types of three-dimensionalmakeups.

Art and drama teachersmay be consulted aboutthe design andconstruction of masks.

Designing andPlanning ImageChanges

prepare detailed worksheets for each imagechange to clearly identify:

specific image changes to be madeimages to be createdmaterials requiredrecommended procedures.

Implementing ImageChanges

prepare materials required for each image change

change images using a variety of theatricalmakeup techniques including:

two-dimensional makeupthree-dimensional makeuphair goods.


protect the health and safety of clients whileattaching and removing theatrical makeups





F.88/ Cosmetology Studies, CTS(1997) 204


MODULE COS3250: THEATRICAL MAKEUP 4 (CLIENT SERVICES)

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

Advanced


COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1060 Skin Care 1 (Basic Practices)COS1080 Theatrical Makeup 1 (Basic Principles)COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2120 Facials & Makeup 1COS2180 Hairpieces & ExtensionsCOS2190 Theatrical Makeup 2 (Planning the Images)COS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3170 Male Facial Grooming 1COS3220 Wigs & ToupeesCOS3240 Theatrical Makeup 3 (Changing Images)

Students provide a client or client group with the theatrical makeup services tocreate images that are appropriate to different lighting and portrayal conditions.

Access to a theatrical makeup facility, equipment and supplies.




The student will: Assessment of student achievment should be based on:

consult with and assist in Applied Problem Solving in which the student will:providing theatrical meet clients' needs for theatrical makeup services 10makeup services to a by identifying and confirming image changesclient or client group toenhance and to changebody images with the aid

required.

Process and Product in which the student will:

of two- and three- prepare a worksheet(s) for each client 25

dimensional makeup and prepare appropriate materials and prostheses 25

hair goods use appropriate two- and three-dimensionalmakeup techniques and products to create intendedimages.

40

Assessment ToolCOSTAT3250: Theatrical Makeup 4 (Client

Services)


BEST COPY AVAILABLE


(1997)

MODULE COS3250: THEATRICAL MAKEUP 4 (CLIENT SERVICES) (continued)



The student will:








The student should:

Client Consultations describe image changes required by client/clientgroup; e.g.:

individual performerdrama clubtheatrical group

review pictures/photographs of desired image(s)and other information relating to the characters inthe production(s)

draft/design images, share them with client(s) andmake changes as required.

Worksheets prepare a worksheet for each client identifying:materials requiredprocedures to followimage(s) to be created

assess time required to create each makeup.

Preparation

Materials prepare two- and three-dimensional makeupmaterials:

makeup productsapplicatorsprosthetic pieceshair goods

Clients advise client(s) of time required to createmakeup(s) and when to report to makeup area.



MODULE COS3250: THEATRICAL MAKEUP 4 (CLIENT SERVICES) (continued)


Creating the Images

The student should:

follow each worksheet to create image desired toeach client's satisfaction.






Advanced©Alberta Education, Alberta, Canada 2O 7

CTS, Cosmetology Studies IF.91(1997)

MODULE COS3260: FACIAL & BODY ADORNMENT

Level:

Theme:

Prerequisites:

Module Description:

Module Parameters:

Advanced


COS1010 Personal ImagesCOS3010 Professional Practices

Students identify adornments available to enhance or change appearances,describe effects of different adornments, demonstrate safe and sanitary serviceprocedures, and explore alternative forms of body adornment.

Access to professional esthetology or other hygiene facility and appropriateequipment and materials.





identify and describe Concept Testing in which the student will:current fashions trends prepare and present a report on facial and body 30and fads in facial and adornment identifying and describing:body adornment and purposetheir purpose types

describe safe and safe and sanitary use.

sanitary facial and body Assessment Tooladornment procedures;e.g.,


Process and Product in which the student will:attaching/removingfalse eyelashes

perform safe and sanitary facial and body

colouring eyebrowsadornment services including:

and lashesfalse eyelash servicescolouring brows and lashes

2020

other services currently in fashion. 30

Assessment ToolCOSTAT3260: Facial & Body Adornment






BEST COPY AVAILABLE


(1997)

MODULE COS3260: FACIAL & BODY ADORNMENT (continued)


The student should:

Adornments * define the term adornments

describe their purpose and the various waysavailable to adorn the face and/or body

classify each adornment identified as a fashionitem, a tradition/cultural item or a fad item

identify and describe safety and sanitary practicesthat must be followed before, during and afteradornment processes

identify and describe tools and materials used inadornment processes.

False Eyelashes

Types describe the different types of false eyelashesavailable and the advantages/disadvantages ofeach type

Preparation prepare materials required to trim, feather andapply lashes

analyze each "client's" facial shape and naturallashes and determine type(s) of false lashesrequired

select an adhesive/attach as directed

test on clients for possible allergic reaction

Shaping trim and feather lashes to create a natural look

Curling curl lashes:before applicationafter application

School jurisdictions should be consulted to ensure that optional areas of instruction are acceptable.

Note: "All activities involving the extraction and analysis of samples of human fluid or tissue are prohibited in Albertaschools." Refer to Clarification of Statements Prohibiting the Use of Human Body Substances in the Alberta ScienceCurriculum, Alberta Education, 1988.

202




The student should:

Procedures list steps in application and removal procedures

applying apply upper lashes

removing apply lower lashes

check for balance and suitability

demonstrate a procedure to remove false lashessafely.

Eyelash andEyebrowColouring

Types describe types of colouring agents that may/may Manufacturer's

not be used to colour lashes and brows instructions must beread and clearly

Purpose describe purpose of colouring lashes and brows understood beforeproceeding with eyelash

Preparation prepare materials required to perform lash andbrow colouring

or eyebrow colouring.

prepare clients

Procedures list steps in lash and brow colouring procedures

describe safety and sanitation practices to betaken at each step

colour brows

colour lashes.



MODULE COS3270: CREATIVE COSMETOLOGY

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1060 Skin Care 1 (Basic Practices)COS1070 Manicuring 1COS2020 Hair & Scalp Care 2COS2040 Haircutting 1COS2090 Colouring 1COS2100 Colour Removal 1COS2120 Facials & Makeup 1COS2150 Manicuring 2COS2160 Nail ArtCOS2180 Hairpieces & ExtensionsCOS2200 Historical CosmetologyCOS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3050 Haircutting 2COS3110 Colouring (Permanent)COS3190 Nail TechnologyDES10120 The Design Process [Design Studies Strand]

Module Description: Students describe current cosmetology-related fashions, fads and trends, andapply design principles to create skin, hair and nail stylings that may becomefads or trends.







produce worksheets that Concept Testing in which the student will:describe: prepare plans to guide the reproduction of a

current fashion, fads current fashion, trend or fad:or trends for hair, nail hairstyling 10and facial stylings makeup styling 10procedures to createeach styling

nail styling.

Assessment Tool

10



BEST COPY AVM A r"


(1997)

MODULE COS3270: CREATIVE COSMETOLOGY (continued)




reproduce each styling, Process and Product in which the student will:using appropriate design and create a minimum of two innovativeresources stylings for:

hair 30makeup 20nails. 20

Assessment ToolCOSTAT3270: Creative Cosmetology

apply design principlesto:

develop worksheetsfor creative andinnovative hair,makeup and nailstylingsproduce each stylingusing the worksheetsas guides






Current Fashions,Fads and Trends

Classify

The student should:

identify and describe current fashions, fads andtrends in hair, nail and facial stylings

classify each identified styling as a fashion, trendor fad and gives reasons for each categorization

F.98/ Cosmetology Studies, CTS(1997) 2.12



Prepare Graphics

Prepare Materials

ReproduceStylings

The student should:

prepare a worksheet for one current fashion, fador trend for a:

hairstylenail stylingfacial styling

access and prepare materials required to produceselected stylings

reproduce each selected stylings.

Innovative Creations

Design

Prepare Materials

ReproduceInnovativeStylings

design and produce worksheets that guide thecreation of innovative hair, nail and facialcreations, e.g., makeovers

access and prepare materials required to produceeach innovative styling

produce each innovative styling.

The use of computer-assisted imaging ordesign equipment inthe community shouldbe investigated.


demonstrate safe and sanitary styling practices

sanitize and return materials to their properstorage areas after use





MODULE COS3280: SALES & SERVICE 2 (EFFECTIVENESS)

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS2210 Sales & Service 1 (Principles & PracticesCOS3010 Professional Practices

Module Description: Students distinguish between sales and service techniques that encouragepositive client responses and those that evoke negative responses, demonstrateeffective sales and service techniques, and identify and demonstrate dutiesperformed by salon receptionists.

Module Parameters: No specialized equipment or facilities.




The student will:

design a client surveyand develop a clientprofile that identifiesclient demographics andlevel of satisfaction withthe salon

develop and implement .aplan to enhance clientsatisfaction and increasethe sale of services andcosmetics and productsfor personal grooming,and evaluate outcomesof the plan



Applied Problem Solving in which the student will:survey and develop a client profile to identifylevels of satisfaction and other factors including:

agegenderoccupationincome rangefamily/marital statusarea of residencetype of residence.

Process and Product in which the student will:develop a plan to enhance client satisfaction andincrease sales of services and productsimplement one or more parts of the plan.

Assessment ToolCOTATS3280: Sales and Service 2




30

30

40


* For additional modules relating to salesmanship and retailing see:

Management and Marketing Guide to Standards and Implementation.


CTS, Cosmetology Studies /F.101

2 14,(1997)

BEST COPY AVAILABLE

MODULE COS3280: SALES & SERVICE 2 (EFFECTIVENESS) (continued)


Client Survey

The student should:

create an instrument to survey the demographicsof clients and their level of satisfaction with thesalon including:

serviceattentionfriendlinesscleanlinessprofessionalism

analyze the data collected and prepare a reportthat includes recommendations for action.

Client Profile use the prepared report to develop a profile ofclients who use the salon and include details offrequency of use and levels of client satisfaction.

Achieving Closure describe and demonstrate how client resistance(e.g., objections, concerns, excuses) may beaddressed

describe and demonstrate techniques used to:close a saleoffer reassurance and support for purchasingdecisionsaddress after-sale and follow-up services.

Sales and ServicePlan

create a plan to increase the level and quality ofsales and services offered to clients and toenhance the public image and appearance of thesalon

create an instrument to evaluate each part of theplan.

Implementing thePlan

select and implement one or more parts of theplan

evaluate the results of the changes, for example,on:

client satisfactionclient use of salonsale of servicessale of products.

F.102/ Cosmetology Studies, CTS(1997) 215


MODULE COS3290: COMPETITION COSMETOLOGY

Level: Advanced


Prerequisites: COS1010 Personal ImagesCOS1030 Hair & Scalp Care 1COS1040 Forming & Finishing 1COS1050 Permanent Waving 1 (The Physical Process)COS1060 Skin Care 1 (Basic Practices)COS1070 Manicuring 1COS2020 Hair & Scalp Care 2COS2030 Forming & Finishing 2COS2040 Haircutting 1COS2060 Permanent Waving 2 (Cold Waving)COS2070 Permanent Waving 3 (Heat-assisted)COS2090 Colouring 1COS2120 Facials & Makeup 1COS2150 Manicuring 2COS2160 Nail ArtCOS2180 Hairpieces & ExtensionsCOS3010 Professional PracticesCOS3030 Hair & Scalp Care 3COS3050 Haircutting 2COS3080 Permanent Waving 5 (Designer)COS3110 Colouring 2 (Permanent)

Module Description: Students identify opportunities to participate in competitions relating tocosmetology, describe the qualities needed to be competitive and the judgingsystems used at various levels of competitions and demonstrate ability to becompetitive in one or more areas of cosmetology.


Note: Journeymen hairstylist qualification required.




The student will:

identify and describequalities of a successfulcompetitioncosmetologist andmethods used to judgecompetitions


Concept Testing in which the student will:prepare and present a report on "What Makes ASuccessful Competition Cosmetologist."


20


BEST COPY AVAILABLE


(1997)

MODULE COS3290: COMPETITION COSMETOLOGY (continued)



The student will:

demonstrate qualitiesconsistent with being acompetitioncosmetologist

demonstrate competitionstandard artistry in oneor more cosmetology-related area(s)



Process and Product in which the student will:demonstrate qualities, skills and artistry associatedwith being a competition cosmetologist including:

personal qualitiesprofessional qualitiesorganization skillsplanning skillsartistry in one or more areas.

Assessment ToolCOS3290: Competition Cosmetology




1010101040



The student should:

Qualities and Skills identify and describe qualities and abilitiesassociated with successful competitioncosmetologists:

personal qualitiesprofessional qualitiesmanagement abilitiesartistry

Personal demonstrate personal qualities including:Qualities dedication

attention to detail"sticktoitiveness"patience

Professional demonstrate professional qualities including:Qualities projecting a positive image

practising hygiene and sanitationrespecting rights of others

F.104/ Cosmetology Studies, CTS(1997) 217 Advanced



The student should:

Management demonstrate management abilities including:Abilities planning

organizingcommunicatingbudgeting

Artistry demonstrate a competition level of artistry in oneor more areas including:

haircuttinghairstyling (e.g., day wear, evening wear,fantasy)haircolouringpermanent wavingmakeupmanicure and nail art.

Competition Judging describe qualifications required by recognizedlocal, national and international cosmetologyjudges and how these qualifications may beattained

identify and describe methods used bycompetition judges to judge competitors.

Competition Artistry design a competition styling that includes one ormore cosmetology areas

execute the design

evaluate the completed styling and make changesto the design and/or method of execution

create the competition styling

participate in a cosmetology competition.



(1997)

COSMETOLOGY STUDIES

SECTION G: ASSESSMENT TOOLS

The following pages comprise background information and strategies for assessingstudent achievement and the assessment tools that are listed in Sections D, E and F of thisGuide.

This section of the Guide to Standards and Implementationhas been designed to provide a common base of understandingabout the level of competencies students are expected todemonstrate to successfully complete a module. The goal isto establish assessment standards for junior and senior highschool students that are fair, credible and challenging.

These tools will assist teachers throughout the province tomore consistently assess student achievement. The purpose ofexpanding on the assessment standards is to:

increase confidence among students, parents, business/industry and post-secondary that students can demonstratethe competencies specified in the modules they havecompletedencourage fairness and equity in how students' efforts arejudgedenable learners to focus effort on key learningssupport teachers and community partners in planning andimplementing CTS.

These tools were validated during the optional stage of CTSimplementation.

Assessment Tools©Alberta Education, Alberta, Canada

CTS, Cosmetology Studies /G.1(1997)

TABLE OF CONTENTS

ASSESSING STUDENT ACHIEVEMENTAssessing Student Achievement in CTSAssessing Student Achievement in Cosmetology Studies

Assessment Tools Generic to CTS:

G.6G.8

Basic Competencies Reference Guide G.10Generic Rating Scale G.12Frameworks for Assessment:

CTSISS: Issue Analysis G.13

CTSLAB: Lab Investigations G.14CTSNEG: Negotiation and Debate G.15

CTSPRE: Presentations/Reports G.16

CTSRES: Research Process G.17

Assessment Tools Generic to Cosmetology Studies Strand:Assessment Framework: Lab Operations G.18

Assessment Framework: Salesmanship G.19COSPRAC-1: Practical Experiences: Checklist for

Student Performance (Introductory Level) G.20COSPRAC-2: Practical Experiences: Checklist for Student Performance

(Intermediate Level) G.21

COSPRAC-3: Practical Experiences: Checklist for Student Performance(Advanced Level) G.22

COSREF-1: Reflection Log (Introductory Level) G.24

COSREF-2: Reflection Log (Intermediate/Advanced Level) G.25

COSSSE: Student Self-evaluation G.26

Assessment Tools Specific to Modules in the Cosmetology Studies Strand:

Cosmetology Studies Thematic Assessment ToolCOSTAT1010: Personal Images G.27

COSTAT3010: Professional Practices G.27

COSTAT1020: Hair Graphics 1 G.29

COSTAT2010: Hair Graphics 2 G.29COSTAT3020: Long Hair Graphics G.29

COSTAT1030: Hair & Scalp Care 1 G.32COSTAT2020: Hair & Scalp Care 2 G.32COSTAT3030: Hair & Scalp Care 3 G.32

COSTAT1040: Forming & Finishing 1 G.34COSTAT2030: Forming & Finishing 2 G.34

COSTAT3040: Hair & Scalp Care 4 (Client Services) G.34

COSTAT3070: Hair Care & Cutting 2 (Client Services) G.34COSTAT1050: Permanent Waving 1 (The Physical Process) G.38

Assessment Tools CTS, Cosmetology Studies /G.3©Alberta Education, Alberta, Canada (1997)

22.E

COSTAT2060:COSTAT3080:COSTAT1060:COSTAT2120:COSTAT2130:COSTAT2140:COSTAT1070:COSTAT2150:COSTAT3210:COSTAT1080:COSTAT2190:COSTAT3240:COSTAT2040:COSTAT3050:COSTAT2070:COSTAT2080:COSTAT3100:COSTAT2090:COSTAT3110:COSTAT2100:COSTAT3120:COSTAT2110:COSTAT3130:COSTAT2160:COSTAT3190:COSTAT2170:COSTAT2180:COSTAT3220COSTAT3230:COSTAT2200:COSTAT3270:COSTAT2210:COSTAT3280:COSTAT3060:COSTAT3170:COSTAT3180:COSTAT3200:COSTAT3250:COSTAT3260:COSTAT3290:

Permanent Waving 2 (Cold Waving) G.38Permanent Waving 5 (Designer) G.38Skin Care 1 (Basic Practices) G.42Facials & Makeup 1 G.42Facials & Makeup 2 (Client Services) G.42Skin Care 2 (Client Services) G.42Manicuring 1 G.45Manicuring 2 G.45Nail Care (Client Services) G.45Theatrical Makeup 1 (Basic Principles) G.47Theatrical Makeup 2 (Planning the Images) G.47Theatrical Makeup 3 (Changing Images) G.47Haircutting 1 G.49Haircutting 2 G.49Permanent Waving 3 (Heat-assisted) G.53Permanent Waving 4 (Client Services) G.55Wave, Relax, Straighten Hair (Client Services) G.55Colouring 1 G.58Colouring 2 (Permanent) G.58Colour Removal 1 G.61Colour Removal 2 G.61Colouring & Removal 1 (Client Services) G.64Colouring & Removal 2 (Client Services) G.64Nail Art G.67Nail Technology G.67Manicuring 3 (Client Services) G.70Hairpieces & Extensions G.73Wigs & Toupees G.73Hair Goods (Client Services) G.73Historical Cosmetology G.78Creative Cosmetology G.78Sales & Service 1 (Principles & Practices) G.80Sales & Service 2 (Effectiveness) G.80Haircutting 3 (Client Services) G.83Male Facial Grooming 1 G.85Male Facial Grooming 2 (Client Services) G.87Pedicuring G.89Theatrical Makeup 4 (Client Services) G.91Facial & Body Adornment G.94Competition Cosmetology G.96

2 w 1

G.4/ Cosmetology Studies, CTS Assessment Tools(1997) ©Alberta Education, Alberta, Canada

Sample Module-specific Tools:

COSSAT1010:COSSAT1030:COS SAT1050:COSSAT1060:COSSAT2040:COSSAT2060:COS SAT2090COSSAT2100:COSSAT2120:COSSAT2150:COSSAT3140:

Personal Images G.99Hair & Scalp Care 1 G.100Permanent Waving 1 (The Physical Process) G.101Skin Care 1 (Basic Practices) G.102Haircutting 1 G.103Permanent Waving 2 (Cold Waving) G.104Colouring 1 G.105Colour Removal 1 G.107Facials & Makeup 1 G.109Manicuring 2 G.110Body Therapy G.111

Assessment Tools CTS, Cosmetology Studies /G.5©Alberta Education, Alberta, Canada 222 (1997)

ASSESSING STUDENT Grading and Reporting Student AchievementACHIEVEMENT IN CTS

The CTS assessment standards assess two basicforms of competency:

What can a student do?make a product (e.g., wood bowl, report,garment)demonstrate a process

strand-related competencies (e.g.,keyboarding, hair cutting, sewingtechniques, lab procedures)basic competencies (e.g., resourceuse, safety procedures, teamwork).

What does a student know?knowledge base needed to demonstrate acompetency (link theory and practice).

CTS Defines Summative Assessment Standards

The assessment standards and tools defined for theCTS modules, referenced in Sections D, E and Fof this Guide, focus on the final (or summative)assessment of student achievement.

Assessment throughout the learning period(formative assessment) will continue to evaluatehow students are progressing. Teachers direct andrespond to students' efforts to learnsetting andmarking tasks and assignments, indicating whereimprovement is needed, sending out interimreports, congratulating excellence, etc.

Teachers will decide which instructional andassessment strategies to apply during theformative learning period. As formative andsummative assessment are closely linked, someteachers may wish to modify the tools included inthis section to use during the instructional process.Teachers may also develop their own summativeassessment tools as long as the standards areconsistent with the minimum expectationsoutlined by Alberta Education.

G.6/ Cosmetology Studies, CTS(1997)

When a student can demonstrate ALL of the exit-level competencies defined for the module(module learner expectations), the teacher willdesignate the module as "successfully completed."The teacher will then use accepted gradingpractices to determine the percentage grade to begiven for the modulea mark not less than 50%.

The time frame a teacher allows a student todevelop the exit-level competency is a localdecision. NOTE: The Senior High SchoolHandbook specifies that students must have accessto 25 hours of instruction for each credit.Students may, however, attain the requiredcompetencies in less time and may proceed toother modules.

Teachers are encouraged to consult theircolleagues to ensure grading practices are asconsistent as possible.

High school teachers may wish to refer to"Directions for Reporting Student Achievement inCTS" for information on how to use the CTScourse codes to report the credits that studentshave earned to Alberta Education. (Copies of thisdocument have been forwarded to superintendentsand senior high school principals.)

Components of Assessment Standards in CTS

The following components are included in eachmodule:

module learner expectations (in the shadedleft column of the module) define the exit-level competencies students are expected toachieve to complete a module. Each MLEdefines and describes critical behaviours thatcan be measured and observed. The studentmust meet the standard specified for ALLMLEs within a module to be successful.

suggested emphasis (in the right column ofthe module) provides a guideline for therelative significance of each MLE and can beused to organize for instruction.

2 2 3Assessment Tools


criteria and conditions (in the middlecolumn of the module) set the framework forthe assessment of student competency,specifying the minimum standard forperformance and including a reference toassessment tools, where appropriate.

Criteria define the behaviours that a studentmust demonstrate to meet the designatedstandard. For example, the criteria coulddescribe the various techniques that must bedemonstrated when using a tool, and/ordescribe the minimum components of aproject the student must complete.

Conditions outline the specifications underwhich a student's competency can be judged.For example, the conditions could specifywhether the assessment should be timed ornot, or if the student should be allowed toaccess to support resources or references.

Standard may be defined by (1) assessmenttools, which are referenced in this section (orsometimes in approved learning resources)and/or (2) "illustrative examples" of studentwork if appropriate.

Assessment Tools included in this section ofthe Guide tend to be of two types:

tools generic to a strand or to the entireCTS program; e.g., a standard five-pointrating scale is used in all strands. Othergeneric tools include assessing reports andpresentations and lab safety checklists.(Names of these tools include the strandcode (e.g., "INF" for InformationProcessing] and a code for the type oftool [e.g., "TDENT" for Text-DataEntry].)

tools specific to a module; e.g.,assessment checklist for assessing aventure plan in Enterprise and Innovationor a checklist for sketching, drawing andmodelling in Design Studies. (Names ofthese tools include the module code; e.g.,"INF1010-1" indicating that it is the first

module-specific tool used in InformationProcessing Module1010.)

Development and Validation Processes

The "Criteria and Conditions" and "SuggestedEmphasis" columns have been validated withextensive input from teachers, professionalassociations/contacts and post-secondaryinstitutions. The goal was to prepare well-structured assessment standards and relatedassessment tools that:

establish an appropriate level of challenge andrigourrelate directly to the type of learning describedin the curriculum standardare easy to understandare efficient to implementcan provide a consistent measure of what wasexpected to be measured.

As students and teachers work with theassessment standards and tools, it is expected thatlevels of performance will increase as more andmore students are able to achieve the minimumstandard. Therefore, the assessment standards andrelated tools will continue to be monitored, andrevised as necessary to ensure appropriate levelsof rigour and challenge, and successful transitionsfor students as they leave high school and enterthe workplace or related post secondary programs.


ASSESSING STUDENT ACHIEVEMENTIN COSMETOLOGY STUDIES

The Cosmetology Studies curriculum is based onthe premise that recognizable outcomes may becompared to stated standards. In CosmetologyStudies, the standards identify students' growth inknowledge, skills and attitudes. The curriculumdefines outcomes through the module learnerexpectations (MLEs) and specific learnerexpectations (SLEs). It also suggests criteria andconditions for assessment and the emphasis to beplaced on each expectation. These elementscombine to provide an overall framework forinstruction and assessment.

Assessment Strategies and Tools

A variety of tools have been provided for yourreference and use. In the development of theassessment materials there has been an attempt tokeep it as simple as possible while also providingguidance and assistance to teachers. The tools areintended to help you assess students' work asaccurately and consistently as possible by statingstandards of performance for elements felt to beimportant within the curriculum as a whole or inspecific modules. They also provide standards for"basic competencies" students should be able todemonstrate while engaged in learning.

The tools that have been developed are intended tobe used as summative assessment tools.Depending on the way the classroom is organized,they may be used when the student has indicatedhe or she is ready for the final assessment or bythe entire class at the end of the learning period.

Tools Generic to CTS

The generic rating scale has been used to developseveral of the tools in CTS. A generic frameworkfor assessing the processes CTS students apply incompleting a task or project is included in thissection. It is based on the notion that students willfollow a process as they work through theirprojects and that this process has a number ofsequential steps. The rubric shows the increasing

expectations from the introductory, to theintermediate, to the advanced level.

Some assessment tools, e.g., Presentations/Reports(CTSPRE) are generic to CTS and have beenincluded in this section. In assessing MLEs at theintroductory level, PRE100 would be used. Sincethe content portion of this tool must relatespecifically to an MLE in a module, the tool hasbeen adapted, labelled and included underAssessment Tools Specific to the CosmetologyStudies strand, COS, and to the module, e.g.,COS1010 (module number), and the tool number(within the module), e.g., COS1010-1.

The Basic Competencies Reference Guide can beused directly as a checklist or as a guide to assessthese competencies through other teacher-developed tools.

Tools Generic to Cosmetology Studies

A series of tools have been developed to helpassess the practical experiences completed by astudent. These tools will provide consistency inthe way in which practical experiences areassessed. Practical Experience: Checklist forStudent Performance, have been developed foreach level, introductory, intermediate andadvanced. These tools are numberedCOSPRAC-1, COSPRAC-2 and COSPRAC-3respectively.

Some tools provide a rubric to determine whetherthe level of competency is above standard, atstandard or below standard. The tools generic toCTS have been developed with a five-point scale.The tools generic to Cosmetology Studies willalso be developed with a five-point scale. It isrecognized that this scale will have to betranslated into a percentage mark for reportingpurposes.

2 5G.8/ Cosmetology Studies, CTS Assessment Tools(1997) ©Alberta Education, Alberta, Canada

Tools Specific to Cosmetology Studies

The tools that have been developed to assessspecific MLEs in a module are labelled with themodule number and the tool number (e.g.,COS1010-1 or COS1010-2). They are referred tounder the criteria and conditions column inSections D, E and F of this Guide.

The authorized learning resources forCosmetology Studies include teaching resourcesthat have test banks and other suggestedassessment strategies. It is recommended thatthese be used to prepare appropriate test banks.When test banks are being used, a separateassessment of the basic competencies would berequired. Refer to the Basic CompetenciesReference Guide. Assessment materials currentlybeing used may continue to be used if they assessthe criteria and conditions for an MLE.

Thematic Assessment Tools

A Thematic Assessment Tool (TAT) is providedfor each Cosmetology Studies module. Whereappropriate, these "COSTAT" tools includeassessment for two or three modules connectedwith a theme as shown on pages B.5 and B.6.

Module Specific Sample Assessment Tools

A sample module-specific tool (COSSAT)provided for selected Cosmetology Studiesmodules. These tools may be used to complementthe thematic assessment tools by suggestingadditional strategies for assessing summativeperformance.

Assessment Tools 226

Emphasis for Assessment

The "Suggested Emphasis" column provides aguideline for the relative significance of eachMLE to assist in organizing for instruction. Thebasic competencies are expected to be integratedthroughout and therefore the tools have beendesigned to assess the relevant basic competenciesand the task, skill, process and/or theory. Theexception to this would be when a test bank isbeing used. In this case it is recommended thatbasic competencies be assessed separately.

CTS, Cosmetology Studies /G.9©Alberta Education, Alberta, Canada (1997)

BASIC COMPETENCIES REFERENCE GUIDE

The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete therequirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the DevelopmentalFramework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlierstages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.

Suggested strategies for classroom use include:

having students rate themselves and each otherusing in reflective conversation between teacher and studenthighlighting areas of strength

tracking growth in various CTS strandshighlighting areas upon which to focusmaintaining a student portfolio.

Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:Managing Learning

comes to class prepared forlearningfollows basic instructions, asdirected

acquires specialized knowledge,skills and attitudes

identifies criteria for evaluatingchoices and making decisions

uses a variety of learningstrategies

follows instructions, with limiteddirectionsets goals and establishes stepsto achieve them, with direction

applies specialized knowledge,skills and attitudes in practicalsituationsidentifies and applies a range ofeffective strategies for solvingproblems and making decisions

explores and uses a variety oflearning strategies, with limiteddirection

follows detailed instructions onan independent basissets clear goals and establishessteps to achieve them

transfers and applies specializedknowledge, skills and attitudesin a variety of situationsuses a range of critical thinkingskills to evaluate situations,solve problems and makedecisionsselects and uses effectivelearning strategiescooperates with others in theeffective use of learningstrategies

demonstrates self-direction inlearning, goal setting and goalachievementtransfers and applies learning innew situations; demonstratescommitment to lifelong learningthinks critically and actslogically to evaluate situations,solve problems and makedecisions

provides leadership in theeffective use of learningstrategies

Managing Resourcesadheres to established timelines;uses time/schedules/plannerseffectively

uses information (material andhuman resources), as directed

uses technology (facilities,equipment, supplies), asdirected, to perform a task orprovide a service

maintains, stores and/or disposesof equipment and materials, asdirected

creates and adheres to timelines,with limited direction; uses time/schedules/planners effectively

accesses and uses a range ofrelevant information (materialand human resources), withlimited directionuses technology (facilities,equipment, supplies), asappropriate, to perform a task orprovide a service, with minimalassistance and supervisionmaintains, stores and/or disposesof equipment and materials, withlimited assistance

creates and adheres to detailedtimelines on an independentbasis; prioritizes task; uses time/schedules/planners effectivelyaccesses a range of information(material and human resources),and recognizes when additionalresources are requiredselects and uses appropriatetechnology (facilities,equipment, supplies) to performa task or provide a service on anindependent basismaintains, stores and/or disposesof equipment and materials onan independent basis

creates and adheres to detailedtimelines; uses time/schedules/planners effectively; prioritizestasks on a consistent basisuses a wide range of information(material and human resources)in order to support and enhancethe basic requirementrecognizes the monetary andintrinsic value of managingtechnology (facilities,equipment, supplies)

demonstrates effectivetechniques for managingfacilities, equipment andsupplies

Problem Solving and Innovationparticipates in problem solvingas a processlearns a range of problem-solving skills and approaches

practices problem-solving skillsby responding appropriately to aclearly defined problem, speci-fled goals and constraints, by:


identifies the problem andselects an appropriate problem-solving approach, respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by:


thinks critically and actslogically in the context ofproblem solving

transfers problem-solving skillsto real-life situations, bygenerating new possibilitiesprepares implementation plansrecognizes risks

identifies and resolves problemsefficiently and effectively

identifies and suggests new ideasto get the job done creatively,by:

combining ideas orinformation in new waysmaking connections amongseemingly unrelated ideasseeking out opportunities inan active manner

G.10/ Cosmetology Studies, CTS(1997) 9



Communicating Effectivelyuses communication skills; e.g.,reading, writing, illustrating,speaking

uses language in appropriatecontext

listens to understand and learn

demonstrates positiveinterpersonal skills in selectedcontexts

communicates thoughts, feelingsand ideas to justify or challengea position, using written, oraland/or visual means

uses technical languageappropriately

listens and responds tounderstand and learndemonstrates positiveinterpersonal skills in manycontexts

prepares and effectively presentsaccurate, concise, written, visualand/or oral reports providingreasoned arguments

encourages, persuades,convinces or otherwisemotivates individualslistens and responds tounderstand, learn and teachdemonstrates positiveinterpersonal skills in mostcontexts

negotiates effectively, byworking toward an agreementthat may involve exchangingspecific resources or resolvingdivergent interestsnegotiates and works toward aconsensus

listens and responds to under-stand, learn, teach and evaluatepromotes positive interpersonalskills among others

Working with Othersfulfills responsibility in a groupproject

works collaboratively instructured situations with. peermembersacknowledges the opinions andcontributions of others in thegroup

seeks a team approach, asappropriate, based on groupneeds and benefits; e.g., ideapotential, variety of strengths,sharing of workloadworks in a team or group:

encourages and supportsteam membershelps others in a positivemannerprovides leadership/followership as requirednegotiates and works towardconsensus as required

leads, where appropriate,mobilizing the group for highperformance

understands and works withinthe context of the group

prepares, validates andimplements plans that revealnew possibilities

cooperates to achieve groupresults

maintains a balance betweenspeaking, listening andresponding in group discussionsrespects the feelings and viewsof others

Demonstrating Responsibility

Attendancedemonstrates responsibility inattendance, punctuality and taskcompletion

Safetyfollows personal andenvironmental health and safetyprocedures

identifies immediate hazards andtheir impact on self, others andthe environment

follows appropriate/emergencyresponse procedures

Ethicsmakes personal judgementsabout whether or not certainbehaviours/actions are right orwrong

lo.

recognizes and follows personaland environmental health andsafety procedures

identifies immediate andpotential hazards and theirimpact on self, others and theenvironment

establishes and follows personaland environmental health andsafety procedures

transfers and applies personaland environmental health andsafety procedures to a variety ofenvironments and situations

Il

assesses how personaljudgements affect other peermembers and/or family; e.g.,home and school

assesses the implications ofpersonal/group actions withinthe broader community; e.g.,workplace

demonstrates accountability foractions taken to addressimmediate and potential hazards

analyzes the implications ofpersonal/group actions withinthe global context

states and defends a personalcode of ethics as required

* Developmental Framework

Simple task Task with limited variables Task with multiple variables Complex task

Structured environment Less structured environment Flexible environment Open environment

Directed learning Limited direction Self-directed learning,seeking assistance as required

Self-directed/self-motivated


228


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dem

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naly

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Per

spec

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Ana

lyzi

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arif

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diff

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t poi

nts

of v

iew

reg

ardi

ng th

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cial

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s of

vie

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cal,

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, env

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th-

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diff

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nts

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, cul

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alth

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late

dre

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itica

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n th

e is

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cal r

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the

issu

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dst

ates

thre

e or

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on th

e is

sue

and

reas

ons

for

adop

ting

that

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logi

cal r

easo

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or a

dopt

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pos

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ul r

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each

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tifie

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pers

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/poi

nts

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acy/

curr

ency

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atio

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port

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hes

crite

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cial

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ronm

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each

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cial

, eco

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ronm

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app

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cts

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ppro

pria

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e by

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g di

ffer

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ful a

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ong

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ses

of d

ecis

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com

mun

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form

atio

n in

a lo

gica

l seq

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e to

just

ify

com

mun

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es id

eas

in a

logi

cal s

eque

nce

with

sup

port

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com

mun

icat

es th

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ts/f

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gs/id

eas

clea

rly

to ju

stif

ych

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s/de

cisi

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mad

ede

tail

to ju

stif

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s/de

cisi

ons

mad

ech

oice

s/de

cisi

ons

mad

e

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

231

232

CT

S, C

osm

etol

ogy

Stud

ies

/G.1

3(1

997)

ASS

ESS

ME

NT

FR

AM

EW

OR

K: L

AB

IN

VE

STIG

AT

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SC

TSL

AB

INT

RO

DU

CT

OR

YIN

TE

RM

ED

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EA

DV

AN

CE

D

The

stu

dent

:T

he s

tude

nt:

The

stu

dent

:

Man

agem

ent

Man

agem

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Man

agem

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prep

ares

sel

f fo

r ta

skpr

epar

es s

elf

for

task

prep

ares

sel

f fo

r ta

skor

gani

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and

wor

ks in

an

orde

rly

man

ner

orga

nize

s an

d w

orks

in a

n or

derl

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anne

ror

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and

wor

ks in

an

orde

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man

ner

carr

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out i

nstr

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ccur

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terp

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acc

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rpre

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stru

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tim

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and

uses

tim

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uses

tim

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a lo

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s to

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tine

proc

edur

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spla

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ship

in a

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to r

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e pr

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mpt

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ve p

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sol

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pro

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spla

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mun

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Use

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Equ

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of

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of

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and

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pro

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antic

ipat

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mer

genc

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spon

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Inve

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echn

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vest

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Inve

stig

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sga

ther

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d ap

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form

atio

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om a

t lea

st o

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ega

ther

s an

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form

atio

n fr

om a

var

iety

of

sour

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uses

rel

evan

t inf

orm

atio

n to

exp

lain

obs

erva

tions

mak

es p

redi

ctio

ns th

at c

an b

e te

sted

mak

es p

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mak

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up

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pred

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anip

ulat

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espo

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iden

tifie

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plai

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anip

ulat

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anal

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g m

anip

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espo

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gva

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obta

ins

resu

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an b

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ed to

det

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if s

ome

obta

ins

accu

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res

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con

firm

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ect t

he p

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tain

s ac

cura

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esul

ts th

at c

onfi

rm/r

ejec

t pre

dict

ion

and

aspe

ct o

f th

e pr

edic

tion

is a

ccur

ate

answ

er r

elat

ed q

uest

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sum

mar

izes

impo

rtan

t exp

erim

enta

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com

essu

mm

ariz

es a

nd a

pplie

s ex

peri

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tal o

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sum

mar

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lies

and

eval

uate

s ex

peri

men

tal

outc

omes

G.1

4/ C

osm

etol

ogy

Stud

ies,

CT

S

233

234

Ass

essm

ent T

ools

ii©A

lber

ta E

duca

tion,

Alb

Can

ada

ASS

ESS

ME

NT

FR

AM

EW

OR

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EG

OT

IAT

ION

AN

D D

EB

AT

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TSN

EG

INT

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DU

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OR

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ED

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D

The

stu

dent

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tude

nt:

The

stu

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:

Prep

arat

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Plan

ning

Prep

arat

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Prep

arat

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Plan

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accu

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escr

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an

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sagr

eeac

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ghtf

ul q

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pose

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tful

que

stio

ns r

egar

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acce

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bas

ic in

-sch

ool/c

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unity

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sour

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ange

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ange

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g te

chni

ques

dem

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rate

s re

sour

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lnes

s in

col

lect

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data

Ana

lyzi

ng P

ersp

ectiv

esA

naly

zing

Per

spec

tives

Ana

lyzi

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ersp

ectiv

esst

ates

a p

ositi

on o

n th

e is

sue

and

logi

cal r

easo

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port

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port

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ies

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eren

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nts

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iew

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ardi

ng th

e is

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cial

, eco

nom

ic, e

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enta

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rize

s di

ffer

ent p

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s of

vie

w r

egar

ding

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g., c

ultu

ral,

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cal,

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omic

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tal,

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th-

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gori

zes

diff

eren

t poi

nts

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iew

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e is

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, cul

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l, et

hica

l, ec

onom

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alth

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and

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(199

7)

PRACTICAL EXPERIENCES: CHECKLIST FOR STUDENT COSPRAC-1PERFORMANCE (Introductory Level)

Student:

Module/Activity:

Basic Competency Sub-competenciesRating

4 3 2 1 0 N/A

Management prepares self for lessonorganizes and works in an orderly mannercarries out instructions accuratelyuses time effectivelymeets standard in clean-upis punctual

Team Work cooperates with group membersshares work appropriately among groupmembersconveys a positive attitude

Safety and demonstrates acceptable personal hygieneSanitation and appearance

handles equipment, tools and supplieshygienicallyhandles equipment and tools safely

Preparation chooses and uses appropriate tools andTechniques equipment

sets up work area correctlyfollows directions and instructionsunderstands and applies cosmetologyterms

Performance meets productivity and quality standardsdemonstrates creativitymeets or exceeds performanceexpectations

Rating ScaleThe student:4 exceeds defined outcomes. Plans and solves problems effectively and creatively in a self-directed manner. Tools, materials

and/or processes are selected and used efficiently, effectively and with confidence. Quality, particularly details andfinishes, and productivity are consistent and exceed standards. Leads others to contribute team goals. Analyzes andprovides effective client/customer services beyond expectations.

3 meets defined outcomes. Plans and solves problems in a self-directed manner. Tools, materials and/or processes areselected and used efficiently and effectively. Quality and productivity. are consistent. Works cooperatively and contributesideas and suggestions that enhance team effort. Analyzes and provides effective client/customer services.

2 meets defined outcomes. Plans and solves problems with limited assistance. Tools, materials and/or processes are selectedand used appropriately. Quality and productivity are reasonably consistent. Works cooperatively to achieve team goals.Identifies and provides customer/client services.

1 meets defined outcomes. Follows a guided plan of action. A limited range of tools, materials and/or processes are usedappropriately. Quality and productivity are reasonably consistent. Works cooperatively. Provides a limited range ofcustomer/client services.

0 has not completed defined outcomes. Tools, materials and/or processes are used inappropriately.

Note: Students must attain a minimum performance rating of 1 in each Basic Competency.

G.20/ Cosmetology Studies, CTS 245(1997) ©Alberta Education, Alberta, Canada

Assessment Tools

PRACTICAL EXPERIENCES: CHECKLIST FOR STUDENTPERFORMANCE (Intermediate Level)

Student:Module/Activity:

COSPRAC-2


4 3 2 1 0 N/A

Management prepares self for lessonplans time effectivelyorganizes and works in an orderly mannerinterprets and carries out instructionsuses time effectivelydemonstrates understanding of routineproceduresmeets standard in clean-up

Team Work cooperates with group membersdivides tasks appropriately among groupmembersnegotiates solutions to problems

Safety and takes responsibility for personal hygieneSanitation and appearance

handles equipment, tools and supplieshygienicallyhandles equipment and tools safely

Preparation chooses and uses appropriate tools andTechniques equipment

mixes chemicals correctlyfollows manufacturer's directionsinterprets cosmetology termsunderstands rationale for preparationtechniques

Performance is creativeis service orientedis acceptable to models and clients

Rating ScaleThe student:4 exceeds defined outcomes. Plans and solves problems effectively and creatively in a self-directed manner. Tools, materials

and/or processes are selected and used efficiently, effectively and with confidence. Quality, particularly details andfinishes, and productivity are consistent and exceed standards. Leads others to contribute team goals. Analyzes andprovides effective client/customer services beyond expectations.

3 meets defined outcomes. Plans and solves problems in a self-directed manner. Tools, materials and/or processes areselected and used efficiently and effectively. Quality and productivity are consistent. Works cooperatively and contributesideas and suggestions that enhance team effort. Analyzes and provides effective client/customer services.






PRACTICAL EXPERIENCES: CHECKLIST FOR STUDENT COSPRAC-3PERFORMANCE (Advanced Level)

Student:

Module/Activity:


4 3 2 1 0 N/A

Management plans workuses time effectivelykeeps work area(s) organizeduses logical sequence of workminimizes waste of supply itemscleans up effectivelyworks without close supervision

Procedures interprets and carries out instructions(written and verbal)follows directionsdemonstrates knowledge of termsuses ratios and proportions when mixingchemicals

Safety models appropriate personal hygiene andappearancedemonstrates concern for safety inhandling and storage of equipment, toolsand supply itemshandles tools and equipment safely

Manipulative chooses and uses correct tool for the taskSkills demonstrates competence in a variety of

methodsdemonstrates precision and efficiency

Problem Solving applies general principles to practicalexperiencesanticipates outcomesdemonstrates flexibility and adaptability

Team Work contributes effectively to groupis sensitive to needs of otherscommunicates effectively with grouphandles pressure

continued . . .

G.22/ Cosmetology Studies, CTS(1997)

247 Assessment Tools©Alberta Education, Alberta, Canada


4 3 2 1 0 N/A

Performance achieves high standard of performance inall areasdemonstrates flair in presentationevaluates self-performance accuratelymakes adjustments to improveperformance

Rating Scale

4 exceeds defined outcomes. Plans and solves problems effectively and creatively in a self-directed manner. Tools, materialsand/or processes are selected and used efficiently, effectively and with confidence. Quality, particularly details andfinishes, and productivity are consistent and exceed standards. Leads others to contribute team goals. Analyzes andprovides effective client/customer services beyond expectations.

3 meets defined outcomes. Plans and solves problems in a self-directed manner. Tools, materials and/or processes areselected and used efficiently and effectively. Quality and productivity are consistent. Works cooperatively and contributesideas and suggestions that enhance team effort. Analyzes and provides effective client/customer services.





Assessment Tools 248 CTS, Cosmetology Studies /G.23©Alberta Education, Alberta, Canada (1997)

REFLECTION LOG (Introductory Level) COSREF-1

When you finish a module, it is time to think about how you have grown from having done this work.Complete this statements:

Before I began this module I . . .

Some discoveries that I made . . .

My work in this module was made easier because I I. . .

In this module I had difficulty with . . . because I . . .

One thing I would do differently next time . . .

I wonder if I will ever be able to . . .

The part of this module that was most worthwhile to me was . . .

I would like to learn more about . . .

Now that I can . . . I will be able to . . .

I found that I was really quite good at . . .

Summarize what you have learned about yourself from your reflections on your work in this module:

I learned that . . .

. . . I value:

. . I am interested in:

. . . I am successful because of these attitudes:

. . I have these skills:

. . . I appreciate having knowledge about:

Now, look again at your values, interests, abilities, skills and knowledge. Highlight those that you wouldlike to use more.

249G.24/ Cosmetology Studies, CTS Assessment Tools(1997) ©Alberta Education, Alberta, Canada

REFLECTION LOG (Intermediate/Advanced Level) COSREF-2

Once you have completed the module, take time to reflect on how it has affected you by completing thefollowing statements:

Before I began this module I . . .

Some discoveries that I made . .

My work in this module was made easier because I I. . .

In this module I had difficulty with . . . because I . . .

One thing I would do differently next time . . .

I wonder if I will ever be able to . . .

The part of this module that was most worthwhile to me was . . .

I would like to learn more about . . .

Now that I can . . . I will be able to . . .

I found that I was really quite good at . . .

Summarize what you have learned about yourself from your reflections on your work in this module:

I realize that through the work done in this module . . .

. . . my values that were affirmed include:

. . . my interests that fit in include:

. . . I was successful because of these attitudes:

. . . I have developed these skills:

. . . important knowledge I have gained includes:

Now, consider how these things you have learned about yourself may be important in your career.(Remember career includes both paid and unpaid experiences.) Reexamine your values, interests,abilities, skills and knowledge; use two different coloured highlighters to indicate your answers to thefollowing questions. Use one colour to answer question 1 and another colour to answer question 2.

1. Which of these things do you see as important for a satisfying occupational choice?

2. Which of these things will be important to you, but apart from your occupational choice?

Assessment Tools CTS, Cosmetology Studies /G.25©Alberta Education, Alberta, Canada

250(1997)

STUDENT SELFEVALUATION COSSSE

Very WithEasily Easily Difficulty

1. Using My Planning Skills

a. I understood the topic.

b. I made up research questions.

e I suggested possible information sources.

f. I chose my questions.

I developed a research plan.

2. Using My Information Retrieval Skills

a I identified sources of information

in the school

in the community.

3. Using My Information Processing Skills

a I gathered and organized my information.

b. I discovered information I did not know before.

c. I answered the question(s).

d. I edited my work.

4. Using My Information Sharing Skills

a. I presented my research.

5. Using My Evaluation Skills

a. I carried out my action plan.

b. I learned the following skills which can be used in otheractivities.

G.26/ Cosmetology Studies, CTS 25 Assessment Tools(1997) ©Alberta Education, Alberta, Canada

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kno

t and

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mai

ntai

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clea

n, s

afe

wor

k ar

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and

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plem

ents

and

mat

eria

ls to

pro

per

stor

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aft

er u

sest

erili

ze im

plem

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eces

sary

.

5 8

G.3

0/ C

osm

etol

ogy

Stud

ies,

CT

S2

BE

ST

CO

PY

AV

AIL

AB

LE

259

Ass

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ent T

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cont

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OST

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dard

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Des

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and

Cre

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gH

air

Gra

phic

s

Obs

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dPe

rfor

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atin

g

The

stu

dent

is a

ble

to:

dem

onst

rate

pri

ncip

les

of d

esig

n in

per

form

ing

a lo

ngha

ir g

raph

icus

e de

vice

s to

enh

ance

the

appe

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f lo

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air

grap

hics

dem

onst

rate

a v

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ty o

f lo

ng h

air

grap

hics

and

ava

riet

y of

sec

urin

g an

d fi

nish

ing

tech

niqu

esm

eet "

clie

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" ex

pect

atio

ns f

or b

oth

exec

utio

n an

dfi

nish

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CO

MM

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TS:

260

Ass

essm

ent T

ools

©A

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ta E

duca

tion,

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, Can

ada

281

CT

S, C

osm

etol

ogy

Stud

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1(1

997)

CO

SME

TO

LO

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ST

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IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS1

030:

:H

air

and

Scal

p C

are

1C

OS2

020:

Hai

r an

d Sc

alp

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e 2

CO

S303

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air

and

Scal

p C

are

3

The

me:

Hai

r an

d Sc

alp

Car

e

Stud

ent:

ID#:

CO

STA

T10

30/2

020/

3030

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

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the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

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ry,

of s

kill

deve

lopm

ent.

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Scal

e

The

stu

dent

:

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ceed

s de

fine

d ou

tcom

es.

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s an

d so

lves

pro

blem

sef

fect

ivel

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d cr

eativ

ely

ina

self

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ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

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icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

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lity,

par

ticul

arly

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ails

and

fini

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re c

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d ex

ceed

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ndar

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con

trib

ute

team

goa

ls. A

naly

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ides

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ectiv

ecl

ient

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tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3 m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

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ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

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ndus

ed e

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ient

ly a

ndef

fect

ivel

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ualit

y an

dpr

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tivity

are

con

sist

ent.

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ely

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cont

ribu

tes

idea

s an

dsu

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tions

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enh

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team

eff

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lyze

s an

dpr

ovid

es e

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tive

. clie

nt/c

usto

mer

ser

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s.

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def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

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cted

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oduc

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achi

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tifie

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def

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Follo

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pla

n of

actio

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lim

ited

rang

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/or

proc

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lity

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prod

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re r

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oper

ativ

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Pro

vide

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limite

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stom

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lient

ser

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t com

plet

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esse

s ar

e us

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appr

opri

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INT

RO

DU

CT

OR

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Stan

dard

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air

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scal

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pro

per

brus

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tech

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mpo

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inim

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The

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hair

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mat

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clie

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men

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anal

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the

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pria

te s

ham

poo

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ondi

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sca

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G.3

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Stud

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CT

S 262

263

Ass

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ent T

ools

40..©

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Min

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Stan

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dry

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anita

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tude

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mai

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r an

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atin

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2 appl

y co

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oner

perf

orm

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anip

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assi

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app

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com

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anita

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(con

tinue

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atin

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s sc

alp

man

ipul

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com

plet

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atis

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Min

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Stan

dard

Rat

ing

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nd S

anita

tion

Obs

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man

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tude

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e to

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and

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tary

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per

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CO

MM

EN

TS:

264

Ass

essm

ent T

ools

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lber

ta E

duca

tion,

Alb

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, Can

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2E5

CT

S, C

osm

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ogy

Stud

ies

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3(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s):

CO

S104

0: F

orm

ing

& F

inis

hing

1C

OS2

030:

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min

g &

Fin

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ng 2

CO

S304

0: H

air

& S

calp

Car

e 4

(Clie

nt S

ervi

ces)

CO

S307

0: H

air

Car

e &

Cut

ting

2 (C

lient

Ser

vice

s)

The

me:

Hai

r an

d Sc

alp

Car

e

Stud

ent:

ID#:

CO

STA

T10

40/2

030/

3040

/307

0

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

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ent.

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ing

Scal

e

The

stu

dent

:

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ceed

s de

fine

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tcom

es.

Plan

s an

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lves

pro

blem

sef

fect

ivel

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eativ

ely

ina

self

-dir

ecte

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anne

r.T

ools

, mat

eria

ls a

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oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

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ute

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goa

ls. A

naly

zes

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prov

ides

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ectiv

ecl

ient

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er s

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ces

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xpec

tatio

ns.

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out

com

es.

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s an

d so

lves

pro

blem

s in

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lf-d

irec

ted

man

ner.

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ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

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ed e

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ient

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ndef

fect

ivel

y. Q

ualit

y an

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oduc

tivity

are

con

sist

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ks c

oope

rativ

ely

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cont

ribu

tes

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s an

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enh

ance

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eff

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lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

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s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

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ools

, mat

eria

ls a

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oces

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are

sele

cted

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app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

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ly c

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sten

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orks

coo

pera

tivel

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eve

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ls.

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tifie

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er/c

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vice

s.

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def

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es.

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ws

a gu

ided

pla

n of

actio

n. A

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ited

rang

e of

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s, m

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s ar

e us

edap

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riat

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lity

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ksco

oper

ativ

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vide

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t com

plet

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tcom

es.

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ls, m

ater

ials

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proc

esse

s ar

e us

edin

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opri

atel

y.

INT

RO

DU

CT

OR

Y C

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Min

imum

Stan

dard

Rat

ing

1

Sele

ctio

n an

d U

se o

fE

quip

men

t

Obs

erve

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rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

drap

e cl

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for

dry

ser

vice

rem

ove

drap

ing

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r co

mpl

etin

g se

rvic

e.

G.3

4Akm

etol

ogy

Stud

ies,

CT

S 26

6(1

991.

INT

ER

ME

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atin

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dent

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rvic

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lect

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app

ly m

ater

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d to

ass

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n fo

rmin

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ir: g

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mou

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, lot

ions

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inis

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Rat

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stu

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gree

t clie

nt a

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follo

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hop

polic

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Stan

dard

Rat

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ing

Obs

erve

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rfor

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atin

g

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stu

dent

is a

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to:

dem

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e ha

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r fo

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plem

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.

268

Ass

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©A

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ta E

duca

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Alb

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, Can

ada

Min

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Rat

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269 C

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ose

of d

esig

ner

perm

anen

t wav

ing

iden

tify

and

desc

ribe

des

igne

r pe

rman

ent w

avin

gte

chni

ques

part

ial/s

ectio

nal p

erm

ssp

iral

win

ding

dire

ctio

nal w

rapp

ing

iden

tify

and

desc

ribe

des

igne

r pe

rman

ent w

avin

gim

plem

ents

inte

rpre

t how

to s

uppo

rt v

ario

us s

tyle

s w

ith d

esig

ner

perm

anen

t wav

ing

desi

gn s

ectio

ning

, blo

ckin

g, a

nd w

indi

ng p

atte

rns

toac

hiev

e de

sire

d ef

fect

s.

276

27

Ass

essm

ent T

ools

CT

S, C

osm

etol

ogy

Stud

ies

/G.3

9©

Alb

erta

Edu

catio

n, A

lber

ta, C

anad

a(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

1

Perf

orm

ance

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

dem

onst

rate

cor

rect

tech

niqu

es f

or s

ectio

ning

,bl

ocki

ng, w

rapp

ing

and

secu

ring

dem

onst

rate

pro

per

proc

edur

e fo

r w

rapp

ing

and

basi

c pe

rman

ent w

rap

dem

onst

rate

pro

per

proc

edur

e fo

r re

mov

ing

rods

win

d ro

ds in

the

follo

win

g ba

ses:

on b

ase

half

bas

eof

f ba

sew

rap

a pe

rman

ent w

ave

usin

g th

e fo

llow

ing

wra

ppin

g te

chni

ques

:si

ngle

enve

lop

(boo

k)do

uble

(sa

ndw

ich)

.

278

Min

imum

Stan

dard

Rat

ing

2

Perf

orm

ance

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

's a

ble

to:

dem

onst

rate

cor

rect

tech

niqu

es f

or s

ectio

ning

,bl

ocki

ng, w

rapp

ing

and

secu

ring

dem

onst

rate

pro

per

proc

edur

e fo

r w

rapp

ing

a ba

sic

perm

anen

t wav

ede

mon

stra

te p

rope

r pr

oced

ure

for

rem

ovin

g ro

dsw

ind

rods

in th

e fo

llow

ing

base

s:on

bas

eha

lf b

ase

off

base

wra

p a

perm

anen

t wav

e us

ing

the

follo

win

gw

rapp

ing

tech

niqu

es:

sing

leen

velo

pe (

book

)do

uble

(sa

ndw

ich)

anal

yze

hair

and

sca

lp a

nd s

elec

t sui

tabl

e co

ld w

ave

lotio

n an

d ro

ds to

ach

ieve

pre

ferr

ed d

egre

e of

cur

lse

ctio

n, b

lock

, wra

p an

d se

cure

hai

rap

ply

cold

wav

e lo

tion,

take

test

cur

ls a

nd n

eutr

aliz

eha

irre

mov

e ro

ds w

ithou

t ten

sion

asse

ss q

ualit

y an

d de

gree

of

curl

ach

ieve

d.

CO

STA

T10

50/2

060/

3080

Min

imum

Stan

dard

Rat

ing

3

Perf

orm

ance

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

dem

onst

rate

cor

rect

tech

niqu

es f

or s

ectio

ning

,bl

ocki

ng, w

rapp

ing

and

secu

ring

dem

onst

rate

pro

per

proc

edur

e fo

r w

rapp

ing

a ba

sic

perm

anen

t wav

ede

mon

stra

te p

rope

r pr

oced

ure

for

rem

ovin

g ro

dsw

ind

rods

in th

e fo

llow

ing

base

s:on

bas

eha

lf b

ase

off

base

wra

p a

perm

anen

t wav

e us

ing

the

follo

win

g w

rapp

ing

tech

niqu

es:

sing

leen

velo

pe (

book

)do

uble

(sa

ndw

ich)

anal

yze

hair

and

sca

lp a

nd s

elec

t sui

tabl

e co

ld w

ave

lotio

n an

d ro

ds to

ach

ieve

pre

ferr

ed d

egre

e of

cur

lse

ctio

n, b

lock

, wra

p an

d se

cure

hai

rap

ply

cold

wav

e lo

tion,

take

test

cur

ls a

nd n

eutr

aliz

eha

irre

mov

e ro

ds w

ithou

t ten

sion

asse

ss q

ualit

y an

d de

gree

of

curl

ach

ieve

dse

ctio

n, b

lock

and

win

d ha

ir o

n de

sign

er w

avin

gim

plem

ents

faci

litat

e th

e so

ften

ing/

wav

ing

proc

ess

acco

rdin

g to

man

ufac

ture

r's d

irec

tions

.

27 9

G.4

0/sm

etol

ogy

Stud

ies,

CT

SA

sses

smen

t Too

ls

(19

©A

lber

ta E

duca

tion,

Alle

pana

da

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

1T

he s

tude

nt is

abl

e to

:id

entif

y an

d fo

llow

saf

ety

and

sani

tatio

n pr

actic

esw

hen

usin

g pe

rman

ent w

avin

g m

ater

ials

disp

ose

of u

nuse

d ch

emic

als

in a

saf

e an

den

viro

nmen

tally

fri

endl

y m

anne

rm

aint

ain

a cl

ean

and

safe

wor

k ar

ea.

Min

imum

Stan

dard

Rat

in:

Mai

ntai

n R

ecor

ds

Obs

erve

dPe

rfor

man

ceR

atin

g

1T

he s

tude

nt is

abl

e to

:

reco

rd d

etai

ls o

f pr

oced

ure

used

on

a pe

rman

ent

wav

ing

reco

rd c

ard

(pat

tern

, rod

s).

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt 's

abl

e to

:id

entif

y an

d fo

llow

saf

ety

and

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tatio

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hen

usin

g pe

rman

ent w

avin

g m

ater

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disp

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of u

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als

in a

saf

e an

den

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tally

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endl

y m

anne

rm

aint

ain

a cl

ean

and

safe

wor

k ar

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entif

y an

d fo

llow

pro

cedu

res

for

alle

rgic

and

sens

itivi

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eact

ions

iden

tify

and

follo

w p

roce

dure

to p

reve

nt c

hem

ical

burn

s.

Min

imum

Stan

dard

Rat

ing

Mai

ntai

n R

ecor

ds

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt 's

abl

e to

:

reco

rd d

etai

ls o

f pr

oced

ure

used

on

a pe

rman

ent

wav

ing

reco

rd c

ard

(pat

tern

, rod

s)re

cord

det

ails

of

clie

nt's

hai

r an

d sc

alp

cond

ition

reco

rd p

rodu

cts

used

and

qua

lity

and

degr

ee o

f cu

rlac

hiev

ed.

CO

STA

T10

50/2

060/

3080

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:id

entif

y an

d fo

llow

saf

ety

and

sani

tatio

n pr

actic

esw

hen

usin

g pe

rman

ent w

avin

g m

ater

ials

disp

ose

of u

nuse

d ch

emic

als

in a

saf

e an

den

viro

nmen

tally

fri

endl

y m

anne

rm

aint

ain

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ean

and

safe

wor

k ar

eaid

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d fo

llow

pro

cedu

res

for

alle

rgic

and

sens

itivi

ty r

eact

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iden

tify

and

follo

w p

roce

dure

to p

reve

nt c

hem

ical

burn

sde

mon

stra

te f

irst

-aid

pro

cedu

re f

or tr

eatin

g a

chem

ical

burn

.

Min

imum

Stan

dard

Rat

ing

Mai

ntai

n R

ecor

ds

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:

reco

rd d

etai

ls o

f pr

oced

ure

used

on

a pe

rman

ent

wav

ing

reco

rd c

ard

(pat

tern

, rod

s)re

cord

det

ails

of

clie

nt's

hai

r an

d sc

alp

cond

ition

reco

rd p

rodu

cts

used

and

qua

lity

and

degr

ee o

f cu

rlac

hiev

edes

tabl

ish

a da

ta b

ase

to in

clud

e cl

ient

's h

air

and

scal

pco

nditi

on, p

hysi

cal a

nd c

hem

ical

pro

cess

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sed

and

qual

ity o

f fi

nish

ed w

ave.

CO

MM

EN

TS:

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

281

CT

S, C

osm

etol

ogy

Stud

ies

/G.4

1(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS1

060:

:Sk

in C

are

1 (B

asic

Pra

ctic

es)

CO

S212

0: F

acia

ls &

Mak

eup

1C

OS2

130:

Fac

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& M

akeu

p 2

(Clie

nt S

ervi

ces)

CO

S214

0: S

kin

Car

e 2

(Clie

nt S

ervi

ces)

The

me:

Skin

Car

e

Stud

ent:

ID#:

CO

STA

T10

60/2

120/

2130

/214

0

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

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ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

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d cr

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ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

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ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

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re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

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team

goa

ls. A

naly

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and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

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3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

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ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

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tions

that

enh

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team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

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s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

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are

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cted

and

used

app

ropr

iate

ly. Q

ualit

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d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

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d pr

ovid

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stom

er/c

lient

ser

vice

s.

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def

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out

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es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

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and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

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lity

and

prod

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ity a

re r

easo

nabl

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tent

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oper

ativ

ely.

Pro

vide

s a

limite

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stom

er/c

lient

ser

vice

s.

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s no

t com

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d ou

tcom

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Too

ls, m

ater

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and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

INT

RO

DU

CT

OR

Y C

OS1

060

Min

imum

Stan

dard

Rat

ing

1

Skin

Typ

es a

ndC

ondi

tions

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

iden

tify

and

desc

ribe

the

appe

aran

ce o

f he

alth

ysk

ins

iden

tify

and

desc

ribe

bas

ic s

kin

type

s:no

rmal

dry

oily

com

bina

tion

Min

imum

IO

bser

ved

Stud

ies,

CT

S(1

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2

INT

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CO

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atin

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2

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,Sh

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and

Fea

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erve

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rfor

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ceR

atin

g

The

stu

dent

is a

ble

to:

iden

tify

and

dist

ingu

ish

amon

g:fa

cial

lesi

ons

faci

al c

ondi

tions

faci

al d

isor

ders

skin

dis

ease

sde

term

ine

whi

ch c

ondi

tions

may

be

trea

ted

by a

cosm

etol

ogis

t

Min

imum

IObs

erve

d

INT

ER

ME

DIA

TE

CO

S213

0/C

OS2

140

Min

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Stan

dard

Rat

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2

Clie

nt O

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tatio

nO

bser

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Perf

orm

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Rat

ing

The

stu

dent

is a

ble

to:

mee

t and

gre

et c

lient

dete

rmin

e cl

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nee

ds th

roug

h an

alys

is a

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nsul

tatio

nre

com

men

d fa

cial

car

e an

d re

late

d se

rvic

esob

tain

clie

nt's

con

sent

bef

ore

perf

orm

ing

any

serv

ice.

BE

ST C

OPY

AV

AIL

AB

LE

283

Ass

ess

Too

ls©

Alb

erta

Edu

catio

n, A

lan

ada

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

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cont

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AT

1060

/212

0/21

30/2

140

Stan

dard

Rat

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Skin

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ndC

ondi

tions

(con

tinue

d)

Perf

orm

ance

Rat

ing

1T

he s

tude

nt is

abl

e to

:

iden

tify:

skin

lesi

ons

skin

dis

orde

rssk

in d

isea

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Min

imum

Stan

dard

Rat

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Skin

Car

e C

osm

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sO

bser

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Perf

orm

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Rat

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1T

he s

tude

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e to

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entif

y co

smet

ics

avai

labl

e to

aff

ect t

he s

kin:

clea

nse

tone

nour

ish

prot

ect.

284

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

Stan

dard

Rat

ing

Faci

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and

Fea

ture

s(c

ontin

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Perf

orm

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Rat

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2T

he s

tude

nt 's

abl

e to

:

dist

ingu

ish

amon

g fa

cial

sha

pes:

oval

roun

dpe

artr

iang

ular

othe

r.

Min

imum

Stan

dard

Rat

ing

Faci

al C

are

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt 's

abl

e to

:de

mon

stra

te th

e ap

prop

riat

e us

e of

mat

eria

ls a

ndpr

oced

ures

to:

surf

ace

clea

nse

skin

deep

cle

anse

ski

nm

assa

ge f

acia

l tis

sues

nour

ish

and

moi

stur

ize

prot

ect f

acia

l are

as.

Min

imum

Stan

dard

Rat

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2

Faci

al C

are

Serv

ices

Obs

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dPe

rfor

man

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atin

g

The

stu

dent

is a

ble

to:

asse

mbl

e ne

cess

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equi

pmen

t, m

ater

ials

and

cosm

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spr

epar

e an

d pr

otec

t clie

ntpe

rfor

m s

ervi

ces

agre

ed to

by

clie

nt in

clud

ing:

day

mak

eup

styl

ings

corr

ectiv

e m

akeu

pev

enin

g st

ylin

gsin

trod

uce/

sell

rela

ted

faci

al c

are

prod

ucts

for

clie

nt's

hom

e us

e.

2P.5

CT

S, C

osm

etol

ogy

Stud

ies

/G.4

3(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)C

OST

AT

1060

/212

0/21

30/2

140

Min

imum

Stan

dard

Rat

ing

1

Perf

orm

Ski

n C

are

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

clea

nse

the

surf

ace

of th

e sk

inap

ply

toni

ng c

osm

etic

sap

ply

moi

stur

izer

(s)

appl

y m

akeu

p or

oth

er c

osm

etic

s to

pro

tect

var

ious

area

s of

the

face

.

Min

imum

Stan

dard

Rat

ing

1

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

follo

w s

afe

and

sani

tary

pra

ctic

esm

aint

ain

a cl

ean,

saf

e w

ork

area

sani

tize

and

retu

rn m

ater

ials

to p

rope

r st

orag

ear

eas

afte

r us

edi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

safe

man

ner.

Min

imum

Stan

dard

Rat

ing

Cor

rect

ive

Mak

eup

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt 's

abl

e to

:

dist

ingu

ish

betw

een:

corr

ectiv

e m

akeu

pre

gula

r m

akeu

pde

term

ine

"clie

nt's

" ne

eds

for

corr

ectiv

e m

akeu

pap

ply

appr

opri

ate

mak

eup:

day

wea

rev

enin

g w

ear

max

imiz

e fe

atur

esm

inim

ize

feat

ures

.M

inim

umSt

anda

rdR

atin

gR

ecor

d K

eepi

ngO

bser

ved

Perf

orm

ance

Rat

ing

2T

he s

tude

nt 's

abl

e to

:

esta

blis

h an

d m

aint

ain

"clie

nt"

reco

rds.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt 's

abl

e to

:

follo

w s

afe

and

sani

tary

pra

ctic

esm

aint

ain

a cl

ean,

saf

e w

ork

area

sani

tize

and

retu

rn m

ater

ials

to p

rope

r st

orag

e ar

eas

afte

r us

edi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

safe

man

ner.

Min

imum

Stan

dard

Rat

ing

Rec

ord

Kee

ping

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

esta

blis

h an

d m

aint

ain

full

deta

ils o

f se

rvic

espe

rfor

med

and

pro

duct

s us

ed.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

follo

w s

afe

and

sani

tary

pra

ctic

esm

aint

ain

a cl

ean,

saf

e w

ork

area

sani

tize

and

retu

rn m

ater

ials

to p

rope

r st

orag

e ar

eas

afte

r us

edi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

em

anne

r.

CO

MM

EN

TS:

G.4

4/sm

etol

ogy

Stud

ies,

CT

S(1

9928

628

7A

sses

sT

ools

©A

lber

ta E

duca

tion,

Al

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS1

070:

:M

anic

urin

g 1

CO

S215

0: M

anic

urin

g 2

CO

S321

0: N

ail C

are

(Clie

nt S

ervi

ces)

The

me:

Nai

l Car

e

Stud

ent:

ID#:

CO

STA

T10

70/2

150/

3210

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

INT

RO

DU

CT

OR

Y C

OS1

070

Min

imum

Stan

dard

Rat

ing

1

Nai

l Con

ditio

ns

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

reco

gniz

e co

mm

on d

isor

ders

and

dis

ease

s of

nai

lsan

d su

rrou

ndin

g tis

sues

reco

gniz

e tr

eata

ble

and

nont

reat

able

nai

lco

nditi

ons.

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

2S8

INT

ER

ME

DIA

TE

CO

S215

0M

inim

umSt

anda

rdR

atin

g

2H

and

and

Nai

l Ana

lysi

s

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

's a

ble

to:

reco

gniz

e co

mm

on d

isor

ders

and

dis

ease

s of

nai

lsan

d su

rrou

ndin

g tis

sues

reco

gniz

e tr

eata

ble

and

nont

reat

able

nai

l con

ditio

ns.

AD

VA

NC

ED

CO

S321

0M

inim

umSt

anda

rdR

atin

g

3

Clie

nt O

rien

tatio

n an

dC

onsu

ltatio

n

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

gree

t clie

nt a

nd in

trod

uce

self

dire

ct a

nd a

ssis

t clie

nt to

the

wor

k ar

eadi

scus

s pr

efer

red

serv

ice

anal

yze

clie

nt's

han

ds, n

ails

/fee

t, to

enai

lsas

sess

sui

tabi

lity

for

man

icur

e/pe

dicu

rere

com

men

d al

tern

ativ

e se

rvic

es b

ased

on

anal

ysis

advi

se c

lient

of

cost

.

CT

S, C

osm

ettu

dies

/G.4

5(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Perf

orm

ing

Plai

nM

anic

ure

Obs

erve

dPe

rfor

man

ceR

atin

g

1T

he s

tude

nt is

abl

e to

:

anal

yze

hand

s an

d na

ilsid

entif

y co

mm

on n

ail s

hape

slis

t the

ste

ps in

a p

lain

man

icur

eid

entif

y, d

escr

ibe

and

list e

quip

men

t, to

ols

and

othe

r m

ater

ials

nee

ded

to p

erfo

rm a

pla

in m

anic

ure

follo

w e

stab

lishe

d pr

oced

ure

to c

ompl

ete

a pl

ain

man

icur

e in

clud

ing:

clie

nt p

repa

ratio

nha

nd a

nd n

ail a

naly

sis

nail

filin

g an

d sh

apin

gna

il cl

eans

ing

cutic

le s

hapi

ngpr

otec

tive

and

cosm

etic

app

licat

ions

.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

1T

he s

tude

nt is

abl

e to

:id

entif

y an

d fo

llow

saf

e an

d sa

nita

ry p

ract

ices

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

item

s to

pro

per

stor

age

area

sdi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

safe

man

ner.

Min

imum

Stan

dard

Rat

ing

Proc

edur

es

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

prep

are

and

iden

tify

equi

pmen

tpe

rfor

m a

n es

tabl

ishe

d pr

oced

ure

for

an:

oil m

anic

ure

elec

tric

man

icur

ere

cogn

ize

trea

tabl

e an

d no

ntre

atab

le h

and

and

nail

cond

ition

spe

rfor

m h

and

and

arm

mas

sage

dem

onst

rate

pro

cedu

res

for

trea

tabl

e di

sord

ers

desc

ribe

ser

vice

s th

at m

ay b

e us

ed to

trea

t nai

lre

late

d di

sord

ers

iden

tify

equi

pmen

t and

mat

eria

ls r

equi

red

tope

rfor

m m

anic

ure

serv

ices

iden

tify

rela

ted

serv

ices

use

d to

enh

ance

con

ditio

nsan

d ap

pear

ance

.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt 's

abl

e to

:id

entif

y an

d fo

llow

saf

e an

d sa

nita

ry p

ract

ices

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

item

s to

pro

per

stor

age

area

sdi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

safe

man

ner.

CO

STA

T10

70/2

150/

3210

Min

imum

Stan

dard

Rat

ing

Perf

orm

ing

Serv

ices

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:

prep

are

wor

k ar

eape

rfor

m m

anic

ure

and

rela

ted

serv

ices

incl

udin

g pl

ain

man

icur

e/pe

dicu

re.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:id

entif

y an

d fo

llow

saf

e an

d sa

nita

ry p

ract

ices

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

item

s to

pro

per

stor

age

area

sdi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

em

anne

r.

CO

MM

EN

TS:

Stud

ies,

CT

S(1

9929

029

Ass

es s

©A

lber

ta E

duca

tion,

Al

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS1

080:

:T

heat

rica

l Mak

eup

1 (B

asic

Pri

ncip

les)

CO

S219

0: T

heat

rica

l Mak

eup

2 (P

lann

ing

the

Imag

es)

CO

S324

0: T

heat

rica

l Mak

eup

3 (C

hang

ing

Imag

es)

The

me:

Spec

ial E

ffec

ts/S

ervi

ces

Stud

ent:

ID#:

CO

STA

T10

80/2

190/

3240

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

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ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1m

eets

def

ined

out

com

es.

Follo

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INT

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29S

CT

S, C

osm

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Stud

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/G.4

7(1

997)

CO

SME

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TH

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Rat

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Stan

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Rat

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Safe

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Obs

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1T

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Min

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Stan

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Rat

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Exe

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The

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Min

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Stan

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Rat

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Safe

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Obs

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3240

Min

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Stan

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Rat

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Exe

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The

atri

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Min

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Stan

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Rat

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Obs

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CO

MM

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294

Stud

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Ass

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INT

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Min

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Stan

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Rat

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Hai

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296

Ass

essm

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Alb

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Rat

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297

CT

S, C

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Stud

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/G.4

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CO

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the

Hai

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Obs

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dPe

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stu

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sup

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rem

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elev

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of

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.

298

G.5

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Stud

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CT

S(1

99

Min

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Stan

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Rat

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4

Plan

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the

Hai

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Obs

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rem

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elev

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Min

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Stan

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Rat

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3

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bser

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Perf

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Rat

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stu

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Min

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Stan

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Rat

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Perf

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Rat

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stu

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to:

use

a co

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scis

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Rat

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Min

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Indi

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airc

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Min

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Proc

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Rat

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3T

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CT

S, C

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ogy

Stud

ies

/G.5

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CO

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TH

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Min

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Stan

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Rat

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Safe

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ain

a ne

at a

nd ti

dy w

ork

stat

ion

rem

ove

and

disp

ose

of h

air

in a

n en

viro

nmen

tally

saf

e m

anne

rre

mov

e cu

t hai

rs f

rom

clie

nt a

nd r

inse

out

hai

r.

CO

MM

EN

TS:

302

Stud

ies,

CT

S(1

99

303

©A

lber

ta E

duca

tion,

Al

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s):

CO

S207

0: P

erm

anen

t Wav

ing

3 (H

eat-

assi

sted

)

The

me:

Che

mic

al S

ervi

ces:

Per

man

ent W

avin

g

Stud

ent:

ID#:

CO

STA

T20

70

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3 m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s..

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

INT

ER

ME

DIA

TE

CO

S207

0

Min

imum

Sta

ndar

d R

atin

g:2

Proc

edur

es, T

echn

olog

y an

d T

echn

ique

sO

bser

ved

Perf

orm

ance

Rat

ing:

The

stu

dent

is a

ble

to:

com

pare

hea

t-as

sist

ed w

avin

g w

ith c

old

wav

ing

dist

ingu

ish

amon

g ac

id, a

cid

bala

nced

and

alk

ali p

erm

anen

t wav

ing

lotio

ns a

nd th

eir

effe

ct o

n ha

ir s

truc

ture

iden

tify

and

desc

ribe

hea

t sou

rces

use

d to

act

ivat

e w

avin

g lo

tion

dist

ingu

ish

betw

een

the

phys

ical

pro

cess

use

d in

hea

t-as

sist

ed p

erm

anen

t wav

ing

and

the

proc

esse

s us

ed in

col

d w

avin

g pr

oced

ures

.

304

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

BE

ST C

OPY

AV

AIL

AB

LE

305

CT

S, C

osm

etol

ogy

Stud

ies

/G.5

3(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)C

OST

AT

2070

Min

imum

Sta

ndar

d R

atin

g:2

Perf

orm

ance

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

will

:de

mon

stra

te p

roce

dure

s to

det

erm

ine

suita

bilit

y of

sca

lp a

nd h

air

for

heat

-ass

iste

d w

avin

gde

mon

stra

te h

air

brus

hing

and

cle

ansi

ng a

ctiv

ities

bef

ore

givi

ng a

per

man

ent w

ave

dem

onst

rate

pro

cedu

res

in s

elec

ting

heat

-ass

iste

d w

avin

g ro

ds a

nd c

hem

ical

sse

ctio

n, b

lock

, wra

p, w

ind

and

secu

re h

air

to a

chie

ve p

refe

rred

wav

ing

effe

cts

prot

ect t

he "

clie

nt"

from

impr

oper

con

tact

with

hea

t-as

sist

ed w

avin

g ch

emic

als

at e

ach

stag

e of

the

chem

ical

pro

cess

prep

are

hair

for

for

min

g an

d fi

nish

ing.

Min

imum

Sta

ndar

d R

atin

g:2

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

will

:

iden

tify

and

follo

w s

afe

and

sani

tary

pra

ctic

es in

clud

ing

prev

entin

g sc

alp

burn

s re

sulti

ng f

rom

hea

t lam

ps, c

hem

ical

s an

d im

prop

er w

indi

ngdi

spos

e of

unu

sed

chem

ical

s an

d w

aste

s in

an

envi

ronm

enta

lly s

afe

man

ner.

Min

imum

Sta

ndar

d R

atin

g:2

Kee

ping

Rec

ords

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

will

:

esta

blis

h a

data

bas

e fo

r ea

ch c

lient

det

ailin

g se

ctio

ning

pat

tern

, rod

s an

d ch

emic

als

used

and

qua

lity

and

degr

ee o

f cu

rl a

chie

ved.

CO

MM

EN

TS:

3°6

G.5

4tre

tolo

gySt

udie

s, C

TS

(199

307

*A

sses

sT

ools

©A

lber

ta E

duca

tion,

Al

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS2

080:

:Pe

rman

ent W

avin

g 4

(Clie

nt S

ervi

ces)

CO

S310

0: W

ave,

Rel

ax &

Str

aigh

ten

Hai

r (C

lient

Serv

ices

)

The

me:

Che

mic

al S

ervi

ces

Stud

ent:

ID#:

CO

STA

T20

80/3

100

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a se

lf-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly, e

ffect

ivel

yan

d w

ith c

onfid

ence

.Q

ualit

y, p

artic

ular

ly d

etai

lsan

d fin

ishe

s, a

ndpr

oduc

tivity

are

con

sist

ent

and

exce

ed s

tand

ards

.Le

ads

othe

rs to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

effe

ctiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

in a

sel

f-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribut

es id

eas

and

sugg

estio

ns th

at e

nhan

cete

am e

ffort

. Ana

lyze

s an

dpr

ovid

es e

ffect

ive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

with

lim

ited

assi

stan

ce.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

. Qua

lity

and

prod

uctiv

ity a

rere

ason

ably

con

sist

ent.

Wor

ks c

oope

rativ

ely

toac

hiev

e te

am g

oals

.Id

entif

ies

and

prov

ides

cust

omer

/clie

nt s

ervi

ces.

1m

eets

def

ined

out

com

es.

Fol

low

s a

guid

ed p

lan

ofac

tion.

A li

mite

d ra

nge

ofto

ols,

mat

eria

ls a

nd/o

rpr

oces

ses

are

used

appr

opria

tely

. Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fined

out

com

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opria

tely

.

INT

ER

ME

DIA

TE

CO

S208

0M

inim

umSt

anda

rd R

atin

g

2

Clie

nt O

rien

tatio

n an

dPr

epar

atio

nO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

gree

t clie

nt b

y na

me

and

intr

oduc

e se

lfdi

rect

clie

nt to

wor

k ar

eadi

scus

s cl

ient

's n

eeds

for

perm

anen

t wav

ean

alyz

e an

d as

sess

hai

r an

d sc

alp

suita

bilit

y fo

r pe

rman

ent w

avin

g an

d ot

her

serv

ices

dete

rmin

e pr

efer

red

styl

e

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

3 8

AD

VA

NC

ED

CO

S310

0M

inim

umSt

anda

rd R

atin

g

3

Clie

nt C

onsu

ltatio

n an

dR

ecom

men

datio

nO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

gree

t clie

nt b

y na

me

and

intr

oduc

e se

lfdi

rect

clie

nt to

wor

k ar

eadi

scus

s cl

ient

's n

eeds

for

perm

anen

t wav

ean

alyz

e an

d as

sess

hai

r an

d sc

alp

suita

bilit

y fo

r pe

rman

ent w

avin

g an

d ot

her

serv

ices

dete

rmin

e pr

efer

red

styl

e

309

CT

S, C

osm

etol

ogy

Stud

ies

/G.5

5(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Clie

nt O

rien

tatio

n an

dPr

epar

atio

n(c

ontin

ued)

Obs

erve

d Pe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

advi

se c

lient

of

cost

of

serv

ices

rem

ove

hair

orn

amen

ts a

nd f

acia

l ado

rnm

ents

sham

poo/

prep

are

hair

as

reco

mm

ende

d by

per

man

ent w

avin

g ch

emic

als

used

acce

ss a

nd a

rran

ge a

ll ite

ms

requ

ired

for

the

serv

ice

take

test

cur

ls w

hen

need

edal

ter

rod

sele

ctio

n, b

lock

ing

and

lotio

n if

nee

ded,

acc

ordi

ng to

test

cur

l.

Min

imum

Stan

dard

Rat

ing

Perf

orm

ing

a Pe

rman

ent

Wav

eO

bser

ved

Perf

orm

ance

Rat

ing

2T

he s

tude

nt is

abl

e to

:

drap

e cl

ient

app

ropr

iate

ly f

or e

ach

stag

e of

per

man

ent w

avin

g pr

oces

sse

ctio

n, b

lock

, wra

p, w

ind

and

secu

re h

air

appr

opri

atel

y to

pre

dete

rmin

ed s

tyle

appl

y w

avin

g lo

tion

and

take

test

cur

ls, i

f ne

cess

ary

neut

raliz

e ha

ir w

hen

desi

red

curl

is a

chie

ved

rem

ove

rods

with

out p

uttin

g te

nsio

n on

hai

ras

sess

qua

lity

and

degr

ee o

f cu

rl a

chie

ved

prep

are

hair

for

for

min

g an

d fi

nish

ing.

310

Stud

ies,

CT

S(1

9

CO

STA

T20

80/3

100

Min

imum

Stan

dard

Rat

ing

Clie

nt C

onsu

ltatio

n an

dR

ecom

men

datio

n(c

ontin

ued)

Obs

erve

d Pe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:

advi

se c

lient

of

cost

of

serv

ices

rem

ove

hair

orn

amen

ts a

nd f

acia

l ado

rnm

ents

sham

poo/

prep

are

hair

as

reco

mm

ende

d by

per

man

ent w

avin

g ch

emic

als

used

acce

ss a

nd a

rran

ge a

ll ite

ms

requ

ired

for

the

serv

ice

take

test

cur

ls w

hen

need

edal

ter

rod

sele

ctio

n, b

lock

ing

and

lotio

n if

nee

ded,

acc

ordi

ng to

test

cur

lde

mon

stra

te c

once

rn a

nd ta

ct d

urin

g co

nsul

tatio

nad

vise

eac

h cl

ient

of

adva

ntag

es a

nd d

isad

vant

ages

of

diff

eren

t ser

vice

s an

dm

aint

enan

ce n

eeds

of

each

ser

vice

reco

mm

end

wav

ing,

rel

axin

g or

str

aigh

teni

ng s

ervi

ceco

nfir

m c

lient

's p

refe

rred

ser

vice

s be

fore

sta

rtin

g an

y se

rvic

ede

sign

sec

tioni

ng a

nd h

andl

ing

patte

rnse

lect

and

pre

pare

impl

emen

ts, c

hem

ical

s an

d m

ater

ials

and

wor

k ar

ea r

equi

red

tope

rfor

m th

e se

rvic

e.

Min

imum

Stan

dard

Rat

ing

Perf

orm

ing

a Pe

rman

ent

Wav

eO

bser

ved

Perf

orm

ance

Rat

ing

4T

he s

tude

nt is

abl

e to

:

drap

e cl

ient

app

ropr

iate

ly f

or e

ach

stag

e of

per

man

ent w

avin

g pr

oces

sse

ctio

n, b

lock

, wra

p, w

ind

and

secu

re h

air

appr

opri

atel

y to

pre

dete

rmin

ed s

tyle

appl

y w

avin

g lo

tion

and

take

test

cur

ls, i

f ne

cess

ary

neut

raliz

e ha

ir w

hen

desi

red

curl

is a

chie

ved

rem

ove

rods

with

out p

uttin

g te

nsio

n on

hai

ras

sess

qua

lity

and

degr

ee o

f cu

rl a

chie

ved

prep

are

hair

for

for

min

g an

d fi

nish

ing

appl

y pr

otec

tive

agen

ts a

s ne

cess

ary

perf

orm

ser

vice

s as

agr

eed

to b

y cl

ient

ensu

re c

lient

's c

omfo

rt a

nd s

afet

y du

ring

eac

h se

rvic

e.

311

Ass

ess

t Too

ls©

Alb

erta

Edu

catio

n, A

lan

ada

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Kee

ping

Rec

ords

Obs

erve

d Pe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

esta

blis

h a

data

base

for

eac

h cl

ient

reco

rd d

etai

ls o

f se

ctio

ning

, rod

s an

d pr

oduc

ts u

sed

and

qual

ity a

nd d

egre

e of

cur

lac

hiev

ed.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:

dem

onst

rate

saf

e an

d sa

nita

ry p

ract

ices

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

all

item

s to

thei

r pr

oper

sto

rage

are

asdi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

e m

anne

r.

CO

STA

T20

80/3

100

Min

imum

Stan

dard

Rat

ing

Kee

ping

Rec

ords

Obs

erve

d Pe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:

esta

blis

h a

data

bas

e fo

r ea

ch c

lient

reco

rd d

etai

ls o

f se

ctio

ning

, rod

s an

d pr

oduc

ts u

sed

and

qual

ity a

nd d

egre

e of

cur

lac

hiev

edch

eck

data

bas

e fo

r ea

ch c

lient

bef

ore

each

ser

vice

upda

te d

ata

base

aft

er e

ach

serv

ice.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ceR

atin

g

4T

he s

tude

nt is

abl

e to

:

dem

onst

rate

saf

e an

d sa

nita

ry p

ract

ices

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

all

item

s to

thei

r pr

oper

sto

rage

are

asdi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

e m

anne

r.

CO

MM

EN

TS:

312

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

313

CT

S, C

osm

etol

ogy

Stud

ies

/G.5

7(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS2

090:

:C

olou

ring

1C

OS3

110:

Col

ouri

ng 2

(Pe

rman

ent)

The

me:

Che

mic

al S

ervi

ces:

Hai

rcol

ouri

ng

Stud

ent:

ID#:

CO

STA

T20

90/3

110

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a se

lf-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly, e

ffect

ivel

yan

d w

ith c

onfid

ence

.Q

ualit

y, p

artic

ular

ly d

etai

lsan

d fin

ishe

s, a

ndpr

oduc

tivity

are

con

sist

ent

and

exce

ed s

tand

ards

.Le

ads

othe

rs to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

effe

ctiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

in a

sel

f-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribut

es id

eas

and

sugg

estio

ns th

at e

nhan

cete

am e

ffort

. Ana

lyze

s an

dpr

ovid

es e

ffect

ive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

with

lim

ited

assi

stan

ce.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

. Qua

lity

and

prod

uctiv

ity a

rere

ason

ably

con

sist

ent.

Wor

ks c

oope

rativ

ely

toac

hiev

e te

am g

oals

.Id

entif

ies

and

prov

ides

cust

omer

/clie

nt s

ervi

ces.

1m

eets

def

ined

out

com

es.

Fol

low

s a

guid

ed p

lan

ofac

tion.

A li

mite

d ra

nge

ofto

ols,

mat

eria

ls a

nd/o

rpr

oces

ses

are

used

appr

opria

tely

. Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fined

out

com

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opria

tely

.

INT

ER

ME

DIA

TE

CO

S209

0M

inim

umSt

anda

rd R

atin

g2

Ana

lyze

Hai

rO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

anal

yze

hair

text

ure,

por

osity

, ela

stic

ity, d

ensi

ty, c

ondi

tion,

leng

th, p

revi

ous

chem

ical

ser

vice

anal

yze

scal

p, c

heck

for

abra

sion

or

abno

rmal

ski

n co

nditi

ons.

314

G.5

8m

etol

ogy

Stud

ies,

CT

S(1

99

AD

VA

NC

ED

CO

S311

0M

inim

umSt

anda

rd R

atin

g

3A

naly

ze H

air

Obs

erve

d Pe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

anal

yze

hair

text

ure,

por

osity

, ela

stic

ity, d

ensi

ty, c

ondi

tion,

leng

th, p

revi

ous

chem

ical

ser

vice

anal

yze

scal

p, c

heck

for

abra

sion

or

abno

rmal

ski

n co

nditi

ons. 31

5 Ass

ess

F.T

ools

©A

lber

ta E

duca

tion,

All

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Patc

h/Sk

in a

ndSt

rand

Tes

t

Obs

erve

d Pe

rfor

man

ceR

atin

g2

The

stu

dent

is a

ble

to:

perf

orm

a p

atch

/ski

n te

stpr

epar

atio

nap

plic

atio

nas

sess

eff

ects

perf

orm

a s

tran

d te

stpr

epar

atio

nap

plic

atio

nas

sess

eff

ects

.M

inim

umSt

anda

rd R

atin

gT

empo

rary

Col

our

Obs

erve

d Pe

rfor

man

ceR

atin

g2

The

stu

dent

is a

ble

to:

prep

are

and

sect

ion

hair

as

nece

ssar

yap

ply

colo

ur e

venl

y.

Min

imum

Stan

dard

Rat

ing

Sem

iper

man

ent C

olou

rA

pplic

atio

n

Obs

erve

d Pe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

prep

are

hair

sect

ion

appr

opri

atel

yev

enly

dis

trib

ute

colo

ur.

Min

imum

Stan

dard

Rat

ing

2Fi

nal R

esul

tsO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

prop

erly

rem

ove

prod

uct f

ollo

win

g m

anuf

actu

rer's

inst

ruct

ions

achi

eve

even

tone

and

col

our

on s

tran

d.

CO

STA

T20

90/3

110

Min

imum

Stan

dard

Rat

ing

3

Patc

h/Sk

in a

ndSt

rand

Tes

tO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

perf

orm

a p

atch

/ski

n te

stpr

epar

atio

nap

plic

atio

nas

sess

eff

ects

perf

orm

a s

tran

d te

stpr

epar

atio

nap

plic

atio

nas

sess

eff

ects

.

Min

imum

Stan

dard

Rat

ing

3

App

licat

ion

and

Rem

oval

ofPe

rman

ent C

olou

r

Obs

erve

d Pe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

prep

are

the

hair

sect

ion

appr

opri

atel

yev

enly

dis

trib

ute

colo

ur p

rodu

ct in

allo

cate

d tim

e lim

it ac

cord

ing

to m

anuf

actu

rer's

dire

ctio

ns.

Min

imum

Stan

dard

Rat

ing

3Fi

nal R

esul

tsO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

prop

erly

rem

ove

prod

uct f

ollo

win

g m

anuf

actu

rer's

inst

ruct

ions

achi

eve

even

tone

and

col

our

on s

tran

d.

316

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

317

CT

S, C

osm

etol

ogy

Stud

ies

/G.5

9(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

2Sa

fety

and

San

itatio

nO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

mai

ntai

n sa

nita

ry w

orks

tatio

nha

ndle

equ

ipm

ent i

n a

sani

tary

man

ner

appl

y th

e co

lour

in a

saf

e an

d sa

nita

ry m

anne

r.

CO

STA

T20

90/3

110

Min

imum

Stan

dard

Rat

ing

3Sa

fety

and

San

itatio

nO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

mai

ntai

n sa

nita

ry w

orks

tatio

nha

ndle

equ

ipm

ent i

n a

safe

and

san

itary

man

ner

perf

orm

saf

e an

d sa

nita

ry a

pplic

atio

n of

per

man

ent h

airc

olou

ring

.

CO

MM

EN

TS:

318

Stud

ies,

CT

S(1

9

319

Ass

essm

t Too

ls©

Alb

erta

Edu

catio

n, A

l'an

ada

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s):

CO

S210

0: C

olou

r R

emov

al 1

CO

S312

0: C

olou

r R

emov

al 2

The

me:

Che

mic

al S

ervi

ces:

Hai

rcol

ouri

ng

Stud

ent:

ID#:

CO

STA

T21

00/3

120

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

INT

ER

ME

DIA

TE

CO

S210

0M

inim

umSt

anda

rd R

atin

g

2A

naly

ze H

air

Obs

erve

d Pe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

anal

yze

hair

text

ure,

por

osity

, ela

stic

ity, d

ensi

ty, c

ondi

tion,

leng

th, p

revi

ous

chem

ical

ser

vice

anal

yze

scal

p, c

heck

for

abr

asio

ns o

r ab

norm

al s

kin

cond

ition

sde

term

ine

whe

ther

or

not t

o pe

rfor

m c

olou

r re

mov

al s

ervi

ce.

320

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

AD

VA

NC

ED

CO

S312

0M

inim

umSt

anda

rd R

atin

g

3A

naly

ze H

air

Obs

erve

d Pe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

anal

yze

hair

text

ure,

por

osity

, ela

stic

ity, d

ensi

ty, c

ondi

tion,

leng

th, p

revi

ous

chem

ical

ser

vice

anal

yze

scal

p, c

heck

for

abr

asio

n or

abn

orm

al s

kin

cond

ition

sde

term

ine

suita

bilit

y fo

r sp

ecif

ic c

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TH

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hair

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stra

nd te

stre

mov

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m h

air

and

scal

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322

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.

323

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Mod

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s)C

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& R

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Col

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2 (

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me:

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Stud

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ID#:

CO

STA

T21

10/3

130

Dat

e:

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mus

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dvan

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. The

rat

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ivel

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self

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elf-

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man

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con

sist

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s an

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dpr

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ser

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stu

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che

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ct d

esir

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ourt

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to th

e cl

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Stud

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CT

S(1

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ting

man

ner

gath

er a

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atio

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om c

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mon

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clie

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327

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last

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sity

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328

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reco

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and

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9

CT

S, C

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Stud

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CO

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m c

hem

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llow

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pla

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and

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cord

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TS:

330

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ID#:

CO

STA

T21

60/3

190

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e:

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cher

:

Stan

dard

sSt

uden

tsea

chle

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wor

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r ab

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dard

mus

t dem

onst

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the

outc

omes

out

lined

in th

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elow

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min

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rin

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l mod

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ft f

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dent

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ivel

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self

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ecte

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anne

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ools

, mat

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ls a

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oces

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cted

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icie

ntly

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ectiv

ely

and

with

con

fide

nce.

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lity,

par

ticul

arly

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ails

and

fini

shes

, and

prod

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ity a

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sten

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d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

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ls. A

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ides

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ectiv

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ient

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er s

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d so

lves

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blem

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elf-

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cted

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ner.

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ls, m

ater

ials

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/or

proc

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s ar

e se

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ks c

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ribu

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idea

s an

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that

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team

eff

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ffec

tive

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nt/c

usto

mer

ser

vice

s.

2m

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s an

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sw

ith li

mite

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ools

, mat

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and

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ualit

yan

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are

reas

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orks

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pera

tivel

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achi

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team

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ls.

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tifie

s an

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er/c

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pla

n of

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lim

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rang

e of

tool

s, m

ater

ials

and

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proc

esse

s ar

e us

edap

prop

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lity

and

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re r

easo

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yco

nsis

tent

. Wor

ksco

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ativ

ely.

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vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

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s no

t com

plet

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tcom

es.

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ls, m

ater

ials

and

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proc

esse

s ar

e us

edin

appr

opri

atel

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INT

ER

ME

DIA

TE

CO

S216

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inim

umSt

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atin

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Prin

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of N

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rtO

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Perf

orm

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Rat

ing

The

stu

dent

is a

ble

to:

iden

tify

and

desc

ribe

nai

l art

ser

vice

s in

clud

ing:

crea

tive

polis

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nail

pain

ting

appl

icat

ions

dem

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rate

abi

lity

to d

eter

min

e na

il ar

t sui

ted

to d

iffe

rent

nai

l sha

pes

desi

gn in

divi

dual

nai

l art

.

332

Ass

essm

ent T

ools

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ta E

duca

tion,

Alb

erta

, Can

ada

AD

VA

NC

ED

CO

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d N

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Ana

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sO

bser

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Perf

orm

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Rat

ing

The

stu

dent

is a

ble

to:

anal

yze

cond

ition

of

hand

s an

d na

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cogn

ize

trea

tabl

e an

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atab

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and

and

nail

cond

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san

alyz

e th

e sh

ape

of h

ands

, fin

gers

and

nai

ls to

det

erm

ine

appr

opri

ate

shap

es

333

CT

S, C

osm

etol

ogy

Stud

ies

/G.6

7(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

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SSE

SSM

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cont

inue

d)

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ndar

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rt P

roce

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bser

ved

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form

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stu

dent

is a

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to:

sele

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repa

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men

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sup

plie

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prop

riate

to e

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nail

art d

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mon

stra

te F

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anic

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dem

onst

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l pai

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onst

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app

licat

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of t

ape,

gem

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athe

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oil,

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onst

rate

use

of a

vaila

ble

tech

nolo

gyap

ply

"pro

tect

ive"

cov

ers/

seal

ants

.

334

G.6

411s

met

olog

y

Stud

ies,

CT

S

(19

CO

STA

T21

60/3

190

Min

imum

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ndar

d R

atin

gN

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ip A

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form

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Rat

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rapp

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3T

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Min

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San

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stu

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follo

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l App

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e to

:

prep

are

mat

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plem

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req

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per

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a n

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san

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clie

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han

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f na

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med

one

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com

poun

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to m

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prep

are

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com

plet

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proc

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stru

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Min

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Safe

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3T

he s

tude

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are

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use.

CO

MM

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336

Ass

essm

ent T

ools

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ta E

duca

tion,

Alb

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, Can

ada

33?

CT

S, C

osm

etol

ogy

Stud

ies

/G.6

9(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

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Mod

ule(

s):

CO

S217

0: M

anic

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(Clie

nt S

ervi

ces)

The

me:

Nai

l Car

e

Stud

ent:

ID#:

CO

STA

T21

70

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

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chle

vels

wor

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at o

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ove

stan

dard

mus

t dem

onst

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the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

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scal

e be

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def

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the

cate

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is in

dica

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on th

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ft f

or in

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stu

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ceed

s de

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s an

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ina

self

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anne

r.T

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with

con

fide

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ticul

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ceed

sta

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ds o

ther

s to

con

trib

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team

goa

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naly

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and

prov

ides

eff

ectiv

ecl

ient

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tom

er s

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beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

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s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

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ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

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rativ

ely

and

cont

ribu

tes

idea

s an

dsu

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tions

that

enh

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team

eff

ort.

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lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

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s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

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, mat

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nd/o

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are

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cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

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achi

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team

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ls.

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tifie

s an

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er/c

lient

ser

vice

s.

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eets

def

ined

out

com

es.

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ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

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proc

esse

s ar

e us

edap

prop

riat

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lity

and

prod

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re r

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yco

nsis

tent

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oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

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stom

er/c

lient

ser

vice

s.

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s no

t com

plet

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fine

d ou

tcom

es.

Too

ls, m

ater

ials

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proc

esse

s ar

e us

edin

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INT

ER

ME

DIA

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CO

S217

0

Min

imum

Sta

ndar

d R

atin

g:2

Clie

nt O

rien

tatio

nO

bser

ved

Perf

orm

ance

Rat

ing:

The

stu

dent

is a

ble

to:

gree

t eac

h cl

ient

by

nam

e an

d in

trod

uce

self

follo

w s

alon

/sho

p po

licy

for

assi

stin

g cl

ient

with

coa

ts, h

ats

and

pers

onal

bel

ongi

ngs

dire

ct a

nd a

ssis

t clie

nt to

be

seat

ed a

t wor

k ar

eadi

scus

s cl

ient

's p

refe

rred

nai

l ser

vice

s.

338

Stud

ies,

CT

S(1

9

BE

ST

CO

PY

AV

AIL

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LE33

9 Ass

essm

ent T

ools

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catio

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cont

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Min

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ndar

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nt O

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d A

naly

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Obs

erve

d Pe

rfor

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ce R

atin

g:

The

stu

dent

is a

ble

to..

anal

yze

clie

nt's

han

ds a

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ails

and

ass

ess

thei

r su

itabi

lity

for

nail

art s

ervi

ces

iden

tify

alte

rnat

ive

serv

ices

and

rec

omm

end

spec

ific

nai

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and

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ser

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on a

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cons

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eter

min

e pr

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and

nai

l art

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ign

advi

se c

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of

cost

of

each

ser

vice

ask

clie

nt to

rem

ove

ring

s an

d ot

her

hand

ado

rnm

ents

and

hav

e cl

ient

put

them

in a

saf

e pl

ace

perf

orm

bas

ic m

anic

ure

proc

edur

es, i

f ne

cess

ary,

to p

repa

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s) f

or n

ail a

rt a

pplic

atio

ns.

Min

imum

Sta

ndar

d R

atin

g:2

Equ

ipm

ent a

nd M

ater

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Obs

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d Pe

rfor

man

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atin

g:

The

stu

dent

is a

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to:

prep

are

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k ar

ea f

or c

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rvic

e(s)

acce

ss a

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ms

requ

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serv

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s).

Min

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ndar

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Man

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ved

Perf

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Rat

ing:

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stu

dent

is a

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to:

perf

orm

man

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e an

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late

d se

rvic

es in

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ing:

plai

n m

anic

ures

oil m

anic

ures

hand

and

arm

mas

sage

nail

art

use

avai

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e te

chno

logy

to p

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anic

ure,

mas

sage

and

nai

l art

ser

vice

sad

vise

clie

nts

how

they

may

mai

ntai

n th

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ed a

ppea

ranc

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r ha

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nai

ls a

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Min

imum

Sta

ndar

d R

atin

g:2

Rec

ord

Kee

ping

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

esta

blis

h a

data

bas

e (e

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ard)

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h m

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rela

ted

serv

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clie

ntup

date

the

data

bas

e af

ter

com

plet

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each

man

icur

e-re

late

d se

rvic

e.

340

Ass

essm

ent T

ools

©A

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ta E

duca

tion,

Alb

erta

, Can

ada

341

CT

S, C

osm

etol

ogy

Stud

ies

/G.7

1(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

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T T

OO

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cont

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d)C

OST

AT

2170

Min

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Sta

ndar

d R

atin

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Safe

ty a

nd S

anita

tion

Obs

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d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

iden

tify

and

follo

w s

afe

and

sani

tary

man

icur

e an

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late

d se

rvic

e pr

actic

esm

aint

ain

a cl

ean,

saf

e w

ork

area

sani

tize

and

retu

rn it

ems

to th

eir

prop

er s

tora

ge a

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aft

er u

sedi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

e m

anne

r.

CO

MM

EN

TS:

342

Stud

ies,

CT

S(1

9

343

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ta E

duca

tion,

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ule(

s)C

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180:

:H

airp

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s &

Ext

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ons

CO

S322

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igs

& T

oupe

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Hai

r G

oods

(C

lient

Ser

vice

s)

The

me:

Spec

ial E

ffec

ts/S

ervi

ces

Stud

ent:

ID#:

CO

STA

T21

80/3

220/

3230

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

y'

and

prod

uctiv

ity a

rere

ason

ably

con

sist

ent.

Wor

ks c

oope

rativ

ely

toac

hiev

e te

am g

oals

.Id

entif

ies

and

prov

ides

cust

omer

/clie

nt s

ervi

ces.

1m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

INT

ER

ME

DIA

TE

CO

S218

0M

inim

umSt

anda

rdR

atin

g

2H

air

Goo

ds

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

dist

ingu

ish

amon

g th

e di

ffer

ent t

ypes

of

hair

piec

es,

hair

rep

lace

men

ts, w

efts

, ext

ensi

ons:

wig

let

toup

eefa

llsba

ndea

us

344

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

AD

VA

NC

ED

CO

S322

0M

inim

umSt

anda

rdR

atin

g

3H

air

Goo

ds

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

's a

ble

to:

full

wig

sha

irpa

rtia

lth

eatr

ical

fash

ion

disp

lay.

AD

VA

NC

ED

CO

S323

0M

inim

umSt

anda

rdR

atin

g

4H

air

Goo

ds

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

anal

yze

hair

goo

ds to

det

erm

ine:

cond

ition

fibr

e/ha

ir ty

pe a

nd q

ualit

yco

nstr

uctio

nne

ed f

or r

epai

rar

ea f

or e

nhan

cem

ent 34

5C

TS,

Cos

met

olog

y St

udie

s /G

.73

(199

7)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Hai

r G

oods

(con

tinue

d)

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:ca

scad

esbr

aids

witc

hes

chig

nons

crow

n cu

rls.

Min

imum

Stan

dard

Rat

ing

Typ

es o

f H

air

Fibr

esO

bser

ved

Perf

orm

ance

Rat

ing

2T

he s

tude

nt is

abl

e to

:

desc

ribe

and

dis

tingu

ish

amon

g th

e di

ffer

ent t

ypes

of n

atur

al a

nd s

ynth

etic

fib

res

anal

yze

wig

s an

d to

upee

s to

iden

tify

hair

or

fibr

eco

nten

t use

d to

con

stru

ct h

airp

iece

s an

dex

tens

ions

:hu

man

hai

ran

imal

hai

rsy

nthe

tic f

ibre

s.

Min

imum

Stan

dard

Rat

ing

Car

e an

dM

aint

enan

ceO

bser

ved

Perf

orm

ance

Rat

ing

2T

he s

tude

nt is

abl

e to

:id

entif

y ch

emic

als

used

to c

lean

a v

arie

ty o

fha

irpi

eces

and

ext

ensi

ons

clea

n a

vari

ety

of h

airp

iece

s an

d ex

tens

ions

usi

ngap

prop

riat

e ch

emic

als

and

tech

niqu

esid

entif

y co

nditi

onin

g m

etho

ds a

nd p

rodu

cts

used

on h

airp

iece

s an

d ex

tens

ions

cond

ition

dif

fere

nt ty

pes

of h

air

good

s.

346

G.7

4/sm

etol

ogy

Stud

ies,

CT

S(1

99

Min

imum

Stan

dard

Rat

ing

Typ

es o

fC

onst

ruct

ion

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt 's

abl

e to

:

anal

yze

hair

pie

ce a

nd id

entif

y th

eir

met

hods

of

cons

truc

tion:

mac

hine

mad

eha

nd-t

ied

wig

s an

d to

upee

s.

Min

imum

Stan

dard

Rat

ing

Car

e an

dM

aint

enan

ceO

bser

ved

Perf

orm

ance

Rat

ing

3T

he s

tude

nt is

abl

e to

:id

entif

y ch

emic

als

used

to c

lean

a v

arie

ty o

f w

igs

and

toup

ees,

hai

rpie

ces

and

exte

nsio

nsbl

ock

and

secu

re w

igs

and

toup

ees

to e

nsur

e th

eyre

tain

thei

r sh

ape

duri

ng s

ervi

cing

iden

tify

and

desc

ribe

con

ditio

ning

met

hods

and

prod

ucts

use

d on

dif

fere

nt ty

pes

of w

igs

and

toup

ees

cond

ition

nat

ural

and

syn

thet

ic w

igs

and

toup

ees.

CO

STA

T21

80/3

220/

3230

Min

imum

Stan

dard

Rat

ing

4H

air

Goo

ds(c

ontin

ued)

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

reco

mm

end

serv

ices

to h

elp

mai

ntai

n an

d en

hanc

e ha

irgo

ods

sugg

est a

nd p

rom

ote

the

sale

of

hom

e ca

re g

oods

dem

onst

rate

sen

sitiv

ity a

nd c

once

rn a

bout

clie

nt's

need

s.

Min

imum

Stan

dard

Rat

ing

4

Car

e an

dM

aint

enan

ceO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

perf

orm

ser

vice

s on

hai

r go

ods

agre

ed to

by

clie

ntid

entif

y ch

emic

als

used

to c

lean

wig

or

hair

goo

dspl

an f

orm

ing

patte

rn f

or h

air

good

sfo

rm h

air

good

s us

ing

a va

riet

y of

tech

niqu

esro

llers

pin

curl

scu

rlin

g ir

ons

blow

-dry

fing

er w

aves

hot b

rush

fini

sh h

air

good

s us

ing

a va

riet

y of

impl

emen

ts

347

Ass

essm

t Too

ls©

Alb

erta

Edu

catio

n, A

llan

ada

CO

SME

TO

LO

GY

, ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

2

Form

ing

and

Fini

shin

g

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

plan

for

min

g pa

ttern

s fo

r di

ffer

ent t

ypes

of

hair

piec

es a

nd e

xten

sion

sfo

rm h

airp

iece

s an

d ex

tens

ions

usi

ng:

rolle

rscu

rlin

g ir

ons

pin

curl

sus

e a

vari

ety

of f

inis

hing

impl

emen

ts to

dre

ss a

hair

piec

e in

to a

pre

ferr

ed s

tyle

.

348

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

Min

imum

Stan

dard

Rat

ing

3

Form

ing

and

Fini

shin

g

Obs

erve

dPe

rfor

man

ceR

atin

g

The

stu

dent

's a

ble

to:

plan

for

min

g pa

ttern

s fo

r di

ffer

ent t

ypes

of

wig

s an

dto

upee

sfo

rm h

airp

iece

s an

d ex

tens

ions

usi

ng:

rolle

rscu

rlin

g ir

ons

pin

curl

sfi

nger

wav

esbl

ow w

aves

hot b

rush

use

a va

riet

y of

fin

ishi

ng im

plem

ents

to d

ress

aha

irpi

ece

into

a p

refe

rred

sty

le.

CO

STA

T21

80/3

220/

3230

Min

imum

Stan

dard

Rat

ing

Car

e an

dM

aint

enan

ce

(con

tinue

d)

Obs

erve

dPe

rfor

man

ceR

atin

g

4T

he s

tude

nt is

abl

e to

:

plan

cut

ting

proc

edur

ebl

ocki

ngse

ctio

ning

leng

th r

emov

alde

nsity

red

uctio

nto

ols

requ

ired

chec

k cu

t

perf

orm

min

or r

epai

rspe

rfor

m te

mpo

rary

hai

r co

lour

perf

orm

sem

iper

man

ent h

air

colo

ur.

Min

imum

Stan

dard

Rat

ing

Mea

suri

ng a

ndM

Sam

plin

g

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:ta

ke a

nd r

ecor

d he

ad m

easu

rem

ent

dem

onst

rate

pro

cess

of

taki

ng h

air

sam

ples

area

s of

hea

d.

349

CT

S, C

osm

etol

ogy

Stud

ies

/G.7

5(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Atta

chin

g H

airp

iece

san

d E

xten

sion

sO

bser

ved

Perf

orm

ance

Rat

ing

3T

he s

tude

nt is

abl

e to

:se

cure

ly a

ttach

hai

rpie

ces

and

exte

nsio

nsdr

ess

hair

goo

ds in

to h

air

to c

reat

e pr

efer

red

styl

e.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

ndSa

nita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:id

entif

y an

d fo

llow

saf

e an

d sa

nita

ry h

air

good

sha

ndlin

g, c

are

and

mai

nten

ance

pro

cedu

res

mai

ntai

n a

safe

, cle

an w

ork

area

sani

tize

and

retu

rn it

ems

to p

rope

r st

orag

e ar

eadi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

safe

man

ner.

350

Stud

ies,

CT

S(1

99

Min

imum

Stan

dard

Rat

ing

Cut

ting,

Sha

ping

and

Styl

ing

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:de

term

ine

desi

red

shap

e, s

tyle

and

hai

r le

ngth

plan

cut

ting

proc

edur

e:bl

ocki

ngse

ctio

ning

leng

th r

emov

alde

nsity

red

uctio

nto

ols

requ

ired

exec

ute

the

cut

chec

k an

d co

nfir

m c

orre

ctne

ss.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

ndSa

nita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

4T

he s

tude

nt 's

abl

e to

:fo

llow

saf

e an

d sa

nita

ry h

air

good

s ha

ndlin

gpr

oced

ures

mai

ntai

n a

safe

, cle

an w

ork

area

sani

tize

and

retu

rn it

ems

to p

rope

r st

orag

e ar

eadi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

safe

man

ner.

Min

imum

Stan

dard

Rat

ing

Col

ouri

ngO

bser

ved

Perf

orm

ance

Rat

ing

3T

he s

tude

nt 's

abl

e to

:de

term

ine

desi

red

colo

ur c

hang

ean

alyz

e ha

ir g

oods

and

det

erm

ine

suita

bilit

y fo

rco

lour

cha

nge/

enha

ncem

ent

dete

rmin

e ty

pe o

r co

lour

that

may

/may

not

be

used

for

diff

eren

t typ

es o

f ha

ir g

oods

diff

eren

t hai

r/fi

bres

diff

eren

t con

stru

ctio

npe

rfor

m te

mpo

rary

and

sem

iper

man

ent c

olou

ring

proc

edur

es o

n su

itabl

e ha

ir g

oods

.

CO

STA

T21

80/3

220/

3230

Min

imum

Stan

dard

Rat

ing

Atta

chin

g H

air

Goo

ds

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:se

cure

ly a

ttach

hai

r go

ods.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

ndSa

nita

tion

Obs

erve

dPe

rfor

man

ceR

atin

g

4T

he s

tude

nt is

abl

e to

:id

entif

y an

d fo

llow

saf

e an

d sa

nita

ry h

air

good

sha

ndlin

g, c

are

and

mai

nten

ance

pro

cedu

res

mai

ntai

n a

safe

, cle

an w

ork

area

sani

tize

and

retu

rn it

ems

to p

rope

r st

orag

e ar

eadi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

em

anne

r.

351

Ass

ess

Too

ls©

Alb

erta

Edu

catio

n, A

lan

ada

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)C

OST

AT

2180

/322

0/32

30

Min

imum

Stan

dard

Rat

ing

Mea

suri

ng a

ndSa

mpl

ing

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt 's

abl

e to

:id

entif

y an

d lis

t mea

sure

men

ts r

equi

red

whe

n:or

deri

ngre

mod

ellin

gre

pair

ing

wig

sta

ke a

nd r

ecor

d re

quir

ed m

easu

rem

ents

chec

k ac

cura

cy o

f re

cord

ed m

easu

rem

ent

dem

onst

rate

the

proc

edur

e fo

r ta

king

sam

ples

of

acl

ient

's h

air

to s

end

to w

ig m

aker

toge

ther

with

wig

or to

upee

mea

sure

men

ts.

Min

imum

Stan

dard

Rat

ing

Rep

airi

ng a

ndA

djus

ting

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:id

entif

y an

d de

scri

be p

roce

dure

s us

ed to

per

form

min

or r

epai

rs a

nd a

djus

t a w

ig o

r to

upee

, inc

ludi

ngpr

oced

ures

that

:ad

just

hai

r go

ods

to la

rger

siz

ead

just

hai

r go

ods

to s

mal

ler

size

repa

ir s

titch

ing

on a

wef

ted

hair

goo

dre

pair

min

or te

ars

in th

e fo

unda

tion

of h

air

good

s.

Min

imum

Stan

dard

Rat

ing

Plac

ing

and

Secu

ring

Obs

erve

dPe

rfor

man

ceR

atin

g

3T

he s

tude

nt 's

abl

e to

:

iden

tify

and

desc

ribe

alte

rnat

ive

met

hods

ava

ilabl

eto

sec

ure

a to

upee

to th

e sc

alp

plac

e an

d se

cure

wig

s an

d to

upee

s on

hea

ds.

CO

MM

EN

TS:

352

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

353

CT

S, C

osm

etol

ogy

Stud

ies

/G.7

7(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS2

200:

:H

isto

rica

l Cos

met

olog

yC

OS3

270:

Cre

ativ

e C

osm

etol

ogy

The

me:

Ent

erpr

ise

and

Com

petit

ion

Stud

ent:

ID#:

CO

STA

T22

00/3

270

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

INT

ER

ME

DIA

TE

CO

S220

0M

inim

umSt

anda

rd R

atin

g

2

His

tori

cal T

rend

s an

dPr

actic

esO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

cate

gori

ze a

nd d

evel

op a

pre

sent

atio

n to

sho

w m

ajor

his

tori

cal t

rend

s in

hai

r an

dfa

cial

sty

lings

acc

ordi

ng to

thei

r hi

stor

ical

occ

urre

nce

dist

ingu

ish

betw

een

the

role

of

cosm

etol

ogis

ts a

s cr

eato

rs o

f ha

ir a

nd m

akeu

ptr

ends

and

as

follo

wer

s of

tren

ds c

reat

ed b

y ot

hers

.

354

G.7

8/sm

etol

ogy

Stud

ies,

CT

S(1

9

AD

VA

NC

ED

CO

S327

0M

inim

umSt

anda

rd R

atin

g

3

Cur

rent

Fas

hion

, Fad

san

d T

rend

sO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

iden

tify

and

desc

ribe

cur

rent

fas

hion

s, f

ads

and

tren

ds in

hai

r, n

ail a

nd f

acia

lst

ylin

gscl

assi

fy e

ach

iden

tifie

d st

ylin

g as

a f

ashi

on, t

rend

or

fad

and

give

rea

sons

for

eac

hca

tego

riza

tion

prep

are

a w

orks

heet

for

one

for

cur

rent

fas

hion

, fad

or

tren

d fo

r a:

hair

styl

ena

il st

yle

faci

al s

tyle

acce

ss a

nd p

repa

re m

ater

ials

and

rep

rodu

ce e

ach

sele

cted

sty

ling.

355

tA

sses

st T

ools

©A

lber

ta E

duca

tion,

Al

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Plan

ning

and

Cre

atin

gH

isto

rica

l Sty

lings

Obs

erve

d Pe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

prep

are

wor

kshe

ets

to g

uide

the

crea

tion

of id

entif

ied

hist

oric

al im

ages

:ha

irst

ylin

g im

ages

faci

al im

ages

form

and

fin

ish

hair

to r

ecre

ate

sele

cted

his

tori

cal h

airs

tylin

g(s)

perf

orm

fac

ial s

ervi

ces

to r

ecre

ate

sele

cted

his

tori

cal f

acia

l sty

ling(

s).

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

dem

onst

rate

saf

e an

d sa

nita

ry p

ract

ices

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

all

item

s to

pro

per

stor

age

area

sdi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

e m

anne

r.

CO

STA

T22

00/3

270

Min

imum

Stan

dard

Rat

ing

Inno

vativ

e C

reat

ions

Obs

erve

d Pe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:

desi

gn a

nd p

rodu

ce w

orks

heet

s th

at g

uide

the

crea

tion

of in

nova

tive

hair

, nai

l and

faci

al c

reat

ions

acce

ss, p

repa

re a

nd p

rodu

ce e

ach

inno

vativ

e st

ylin

gha

irst

ylin

g an

d/or

faci

al s

tylin

g an

d/or

nail

art s

tylin

g.

Min

imum

Stan

dard

Rat

ing

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ceR

atin

g

3T

he s

tude

nt is

abl

e to

:

dem

onst

rate

saf

e an

d sa

nita

ry p

ract

ices

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

all

item

s to

pro

per

stor

age

area

sdi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

e m

anne

r.

CO

MM

EN

TS:

356

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

357

CT

S, C

osm

etol

ogy

Stud

ies

/G.7

9(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s)C

OS2

210:

:Sa

les

& S

ervi

ce 1

(Pr

inci

ples

& P

ract

ices

)C

O53

280:

Sal

es &

Ser

vice

2 (

Eff

ectiv

enes

s)

The

me:

Ent

erpr

ise

and

Com

petit

ion

Stud

ent:

ID#:

CO

STA

T22

10/3

280

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

INT

ER

ME

DIA

TE

CO

S221

0M

inim

umSt

anda

rd R

atin

g2

Sale

s an

d Se

rvic

eR

elat

ions

hips

Obs

erve

d Pe

rfor

man

ceR

atin

g

The

stu

dent

is a

ble

to:

defi

ne th

e te

rms

selli

ng, p

erso

nal s

ervi

ce a

nd p

erso

nal s

ellin

gde

scri

be g

oods

and

ser

vice

s ge

nera

lly a

vaila

ble

in h

airs

tylin

g/es

thet

olog

y sa

lons

expl

ain

why

ser

vice

is im

port

ant i

n th

e co

smet

olog

y in

dust

rydi

stin

guis

h be

twee

n sa

les

abili

ty a

nd th

e ab

ility

to p

rovi

de s

ervi

cede

mon

stra

te C

AR

E p

rinc

iple

sde

mon

stra

te A

IDA

pri

ncip

les. 35

8St

udie

s, C

TS

(199

AD

VA

NC

ED

CO

S328

0M

inim

umSt

anda

rd R

atin

g3

Surv

eyin

gC

hart

sO

bser

ved

Perf

orm

ance

Rat

ing

The

stu

dent

is a

ble

to:

deve

lop

an in

stru

men

t to

surv

ey th

e de

mog

raph

ics

of "

clie

nts"

and

thei

r le

vel o

fsa

tisfa

ctio

n w

ith th

e sa

lon

incl

udin

g:se

rvic

eat

tent

ion

frie

ndlin

ess

clea

nlin

ess

prof

essi

onal

ism

anal

yze

data

col

lect

ed a

nd p

repa

re a

rep

ort t

hat i

nclu

des

reco

mm

enda

tions

for

actio

nus

e th

e pr

epar

ed r

epor

t to

deve

lop

a pr

ofile

of

"clie

nts"

who

use

the

salo

n an

din

clud

e de

tails

of

freq

uenc

y of

use

and

leve

ls o

f cl

ient

sat

isfa

ctio

n.

.35

9A

sses

sT

ools

©A

lber

ta E

duca

tion,

All

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)

Min

imum

Stan

dard

Rat

ing

Prof

essi

onal

Eth

ics

Obs

erve

d Pe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

:

defi

ne th

e te

rm p

rofe

ssio

nal e

thic

sde

scri

be a

nd d

emon

stra

te e

thic

al b

ehav

iour

s ex

pect

ed o

f pr

ofes

sion

alco

smet

olog

ists

dem

onst

rate

eff

ectiv

e co

mm

unic

atio

ns a

nd in

terp

erso

nal s

kills

.

Min

imum

Stan

dard

Rat

ing

Sale

s an

d Se

rvic

esPr

actic

esO

bser

ved

Perf

orm

ance

Rat

ing

2id

entif

y an

d de

scri

be s

ales

and

ser

vice

pra

ctic

es p

erfo

rmed

by

salo

n m

anag

ers,

cosm

etol

ogis

ts a

nd s

uppo

rt p

erso

nnel

; e.g

.:sa

lon

assi

stan

tsap

pren

tices

rece

ptio

nist

sdi

stin

guis

h am

ong

pers

onal

sel

ling,

ret

ail s

ellin

g an

d di

spla

y m

erch

andi

sing

dem

onst

rate

pro

mot

iona

l str

ateg

ies

that

may

be

used

by

cosm

etol

ogy

busi

ness

esde

mon

stra

te p

erso

nal s

ellin

g, r

etai

l sel

ling

and

disp

lay

mer

chan

disi

ng s

trat

egie

s.

Min

imum

Stan

dard

Rat

ing

Man

agem

ent

Obs

erve

d Pe

rfor

man

ceR

atin

g

2T

he s

tude

nt is

abl

e to

..

iden

tify

and

desc

ribe

the

role

s an

d re

spon

sibi

litie

s of

man

agem

ent p

erso

nnel

inco

smet

olog

y-re

late

d bu

sine

sses

; e.g

.:ha

irdr

essi

ng s

alon

ses

thet

olog

y sa

lons

cosm

etol

ogy

supp

lies

reta

il ou

tlets

cosm

etol

ogy

supp

lies

who

lesa

lers

expl

ain

the

role

of

salo

n m

anag

emen

t per

sonn

el in

clud

ing

owne

rs, o

pera

tors

,m

anag

emen

t sta

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Rat

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Obs

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how

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cern

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xcus

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may

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mon

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fer

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sura

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afte

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s an

d Se

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ngO

bser

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ing

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CT

S, C

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Stud

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GY

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nt S

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the

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bus

ines

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stra

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MM

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TS:

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S(1

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363

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e:

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cher

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e se

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mite

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, mat

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ualit

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are

reas

onab

ly c

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coo

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achi

eve

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VA

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S306

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Sta

ndar

d R

atin

g:3

Clie

nt O

rien

tatio

n, C

onsu

ltatio

n an

dPr

epar

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nO

bser

ved

Perf

orm

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Rat

ing:

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stu

dent

is a

ble

to:

gree

t clie

nt b

y na

me

and

intr

oduc

e se

lfpr

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e cl

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:se

atdr

ape

dete

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eeds

anal

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head

/fac

ial s

hape

hair

leng

th a

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cons

ult w

ith c

lient

and

rec

omm

end

serv

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s)/s

tyle

(s)

prep

are

clie

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or w

et o

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vice

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essm

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CT

S, C

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Stud

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CO

SME

TO

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GY

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UD

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TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

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OST

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3060

Min

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Sta

ndar

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atin

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Des

igni

ng th

e C

utO

bser

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Perf

orm

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Rat

ing:

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stu

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is a

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to:

desi

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uts

spec

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to e

ach

clie

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wan

ts a

nd n

eeds

.

Min

imum

Sta

ndar

d R

atin

g:3

Hai

rcut

ting

Serv

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Obs

erve

d Pe

rfor

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ce R

atin

g:

The

stu

dent

is a

ble

to:

perf

orm

a v

arie

ty o

f ha

ircu

tting

ser

vice

s on

mal

e cl

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sfe

mal

e cl

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sch

ildre

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e ap

prop

riat

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impl

emen

tsse

ctio

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ir a

ppro

pria

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hai

r at

app

ropr

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vatio

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venn

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ond

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and

con

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sre

mov

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om o

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term

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Min

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Sta

ndar

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atin

g:3

Safe

ty a

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anita

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Obs

erve

d Pe

rfor

man

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atin

g:

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stu

dent

is a

ble

to:

follo

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afe

and

sani

tary

pra

ctic

esm

aint

ain

a cl

ean,

saf

e w

ork

area

sani

tize

impl

emen

ts a

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ater

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disp

ose

of w

aste

mat

eria

ls in

an

envi

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enta

lly s

afe

man

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CO

MM

EN

TS:

366

Stud

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CT

S(1

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367

Ass

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Mod

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CO

S317

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ale

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1

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me:

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e Fa

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Gro

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Stud

ent:

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CO

STA

T31

70

Dat

e:

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cher

:

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dard

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uden

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chle

vels

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VA

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imum

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d R

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rend

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actic

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orm

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ing:

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dent

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ble

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Stud

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/G.8

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997)

CO

SME

TO

LO

GY

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TH

EM

AT

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SSE

SSM

EN

T T

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cont

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OST

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3170

Min

imum

Sta

ndar

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atin

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tori

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rend

s an

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actic

es(c

ontin

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.

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erve

d Pe

rfor

man

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atin

g:

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tify,

des

crib

e an

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mon

stra

te th

e sa

fe a

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impl

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imum

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ndar

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atin

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onst

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n an

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bser

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dent

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n en

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CO

MM

EN

TS:

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G.8

6m

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Stud

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(199

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371 Ass

essi

Vol

s©

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2 (C

lient

Ser

vice

s)

The

me:

Mal

e Fa

cial

Gro

omin

g

Stud

ent:

ID#:

CO

STA

T31

80

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1 m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

AD

VA

NC

ED

CO

S318

0

Min

imum

Sta

ndar

d R

atin

g:3

Clie

nt O

rien

tatio

nO

bser

ved

Perf

orm

ance

Rat

ing:

The

stu

dent

is a

ble

to:

prep

are

the

wor

k ar

ea a

nd a

rran

ge p

rodu

cts

and

equi

pmen

tgr

eet a

nd d

rape

clie

nt a

ppro

pria

tely

.

372

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

373

CT

S, C

osm

etol

ogy

Stud

ies

/G.8

7(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)C

OST

AT

3180

Min

imum

Sta

ndar

d R

atin

g:3

Clie

nt C

onsu

ltatio

n an

d A

naly

sis

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

disc

uss

and

anal

yze

each

clie

nt's

fac

ial s

hape

, fea

ture

s an

d sk

in c

ondi

tions

reco

mm

end

serv

ices

and

rel

ated

pro

duct

s to

clie

nts

Min

imum

Sta

ndar

d R

atin

g:3

Perf

orm

ing

Serv

ices

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

drap

e, p

repa

re a

nd p

rote

ct c

lient

app

ropr

iate

to e

ach

serv

ice

prep

are

wor

k ar

ea o

f ar

rang

e m

ater

ials

/equ

ipm

ent

perf

orm

fac

ial g

room

ing

serv

ice

shav

ing

side

burn

sha

ping

/trim

min

gm

oust

ache

sha

ping

/trim

min

gbe

ard

shap

ing/

trim

min

gm

oust

ache

wax

ing

rem

oval

of

supe

rflu

ous

hair

Min

imum

Sta

ndar

d R

atin

g:3

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

dem

onst

rate

fir

st a

id f

or m

inor

cut

ssa

nitiz

e im

plem

ents

aft

er e

ach

use

and

retu

rn to

pro

per

stor

age

area

disp

ose

of w

aste

mat

eria

ls in

an

envi

ronm

enta

lly s

afe

man

ner.

CO

MM

EN

TS:

a

Stud

ies,

CT

S(1

99

375

Ass

ess

Too

ls©

Alb

erta

Edu

catio

n, A

lan

ada

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s):

CO

S320

0: P

edic

urin

g

The

me:

Nai

l Car

e

Stud

ent:

ID#:

CO

STA

T32

00

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a se

lf-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly, e

ffect

ivel

yan

d w

ith c

onfid

ence

.Q

ualit

y, p

artic

ular

ly d

etai

lsan

d fin

ishe

s, a

ndpr

oduc

tivity

are

con

sist

ent

and

exce

ed s

tand

ards

.Le

ads

othe

rs to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

effe

ctiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

in a

sel

f-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribut

es id

eas

and

sugg

estio

ns th

at e

nhan

cete

am e

ffort

. Ana

lyze

s an

dpr

ovid

es e

ffect

ive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

with

lim

ited

assi

stan

ce.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

. Qua

lity

and

prod

uctiv

ity a

rere

ason

ably

con

sist

ent.

Wor

ks c

oope

rativ

ely

toac

hiev

e te

am g

oals

.Id

entif

ies

and

prov

ides

cust

omer

/clie

nt s

ervi

ces.

1m

eets

def

ined

out

com

es.

Fol

low

s a

guid

ed p

lan

ofac

tion.

A li

mite

d ra

nge

ofto

ols,

mat

eria

ls a

nd/o

rpr

oces

ses

are

used

appr

opria

tely

. Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fined

out

com

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opria

tely

.

AD

VA

NC

ED

CO

S320

0

Min

imum

Sta

ndar

d R

atin

g:3

Ana

lyze

Fee

tO

bser

ved

Perf

orm

ance

Rat

ing:

The

stu

dent

is a

ble

to:

dete

rmin

e hi

s or

her

sui

tabi

lity

for

pedi

cure

ser

vice

sde

term

ine:

trea

tabl

e co

nditi

ons

nont

reat

able

con

ditio

nspr

epar

e a

pedi

cure

wor

k ar

ea.

376

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

CT

S, C

osm

etol

ogy

Stud

ies

/G.8

9(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)C

OST

AT

3200

Min

imum

Sta

ndar

d R

atin

g:3

Pedi

curi

ngO

bser

ved

Perf

orm

ance

Rat

ing:

The

stu

dent

is a

ble

to:

perf

orm

ped

icur

e pr

oced

ures

incl

udin

g fo

ot m

assa

ge:

clie

nt a

naly

sis

and

cons

ulta

tion

foot

and

nai

l pre

para

tion

nail

and

cutic

le s

hapi

ngfo

ot m

assa

geco

nditi

onin

gna

il po

lishi

ng (

if r

equi

red)

.

Min

imum

Sta

ndar

d R

atin

g:3

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

mai

ntai

n a

clea

n, s

afe

wor

k ar

easa

nitiz

e an

d re

turn

mat

eria

ls to

pro

per

stor

age

area

s af

ter

use

disp

ose

of w

aste

mat

eria

ls in

an

envi

ronm

enta

lly s

afe

man

ner.

CO

MM

EN

TS:

378

0.90

/sm

etol

ogy

Stud

ies,

CT

S(1

99

379

Ass

essm

eT

ools

©A

lber

ta E

duca

tion,

Al

anad

a

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s):

CO

S325

0: T

heat

rica

l Mak

eup

4 (C

lient

Ser

vice

s)

The

me:

Spec

ial E

ffec

ts/S

ervi

ces

Stud

ent:

ID#:

CO

STA

T32

50

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fine

d ou

tcom

es.

Plan

s an

d so

lves

pro

blem

sef

fect

ivel

y an

d cr

eativ

ely

ina

self

-dir

ecte

d m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

, eff

ectiv

ely

and

with

con

fide

nce.

Qua

lity,

par

ticul

arly

det

ails

and

fini

shes

, and

prod

uctiv

ity a

re c

onsi

sten

tan

d ex

ceed

sta

ndar

ds.

Lea

ds o

ther

s to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

eff

ectiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3 m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed e

ffic

ient

ly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribu

tes

idea

s an

dsu

gges

tions

that

enh

ance

team

eff

ort.

Ana

lyze

s an

dpr

ovid

es e

ffec

tive

clie

nt/c

usto

mer

ser

vice

s..

2m

eets

def

ined

out

com

es.

Plan

s an

d so

lves

pro

blem

sw

ith li

mite

d as

sist

ance

.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

app

ropr

iate

ly. Q

ualit

yan

d pr

oduc

tivity

are

reas

onab

ly c

onsi

sten

t.W

orks

coo

pera

tivel

y to

achi

eve

team

goa

ls.

Iden

tifie

s an

d pr

ovid

escu

stom

er/c

lient

ser

vice

s.

1m

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fine

d ou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

AD

VA

NC

ED

CO

S325

0

Min

imum

Sta

ndar

d R

atin

g:3

Clie

nt C

onsu

ltatio

nO

bser

ved

Perf

orm

ance

Rat

ing:

The

stu

dent

is a

ble

to:

cons

ult w

ith c

lient

to d

eter

min

e im

age

chan

ge(s

) re

quir

edre

view

pic

ture

s/ph

otog

raph

s of

des

ired

imag

es, a

s ap

prop

riat

epr

esen

t an

outli

ne o

f ea

ch im

age

chan

ge f

or c

lient

's a

ppro

val.

3S0

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

CT

S, C

osm

etol

ogy

Stud

ies

/G.9

1(1

997)

CO

SME

TO

LO

GY

ST

UD

IES

TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L (

cont

inue

d)C

OST

AT

3250

Min

imum

Sta

ndar

d R

atin

g:3

Wor

kshe

ets

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

prep

are

a w

orks

heet

for

eac

h cl

ient

iden

tifyi

ng:

mat

eria

ls r

equi

red

proc

edur

es to

fol

low

imag

es a

ppro

ved

pres

ent w

orks

heet

(s)

to c

lient

to c

onfi

rm im

ages

.

Min

imum

Sta

ndar

d R

atin

g:3

Safe

ty a

nd S

anita

tion

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

dem

onst

rate

saf

e an

d sa

nita

ry p

ract

ices

sani

tize

and

retu

rn m

ater

ials

to p

rope

r st

orag

e ar

eas

afte

r us

edi

spos

e of

was

te m

ater

ials

in a

n en

viro

nmen

tally

saf

e m

anne

r.

Min

imum

Sta

ndar

d R

atin

g:3

Prep

arat

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Obs

erve

d Pe

rfor

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atin

g:

The

stu

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is a

ble

to:

prep

are

two-

dim

ensi

onal

mak

eup

mat

eria

ls:

mak

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ucts

appl

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thet

ic it

ems

hair

goo

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epar

e th

ree-

dim

ensi

onal

mak

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eria

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mak

eup

prod

ucts

appl

icat

ors

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thet

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ems

hair

goo

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e cl

ient

:go

wn/

drap

epr

otec

t sel

ecte

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eas. 38

2G

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TS

(199

383

11

Ass

ess 4

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Obs

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d Pe

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g:

The

stu

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follo

w e

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wor

kshe

et to

cre

ate

the

inte

nded

imag

em

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atis

fact

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3';

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essm

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ools

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385

CT

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Mod

ule(

s):

CO

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acia

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ody

Ado

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me:

Spec

ial E

ffec

ts/S

ervi

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Stud

ent:

ID#:

CO

STA

T32

60

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

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of s

kill

deve

lopm

ent.

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ing

Scal

e

The

stu

dent

:

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ceed

s de

fined

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ns a

nd s

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s pr

oble

ms

effe

ctiv

ely

and

crea

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a se

lf-di

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anne

r.T

ools

, mat

eria

ls a

nd/o

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are

sele

cted

and

used

effi

cien

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ivel

yan

d w

ith c

onfid

ence

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ualit

y, p

artic

ular

ly d

etai

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d fin

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s, a

ndpr

oduc

tivity

are

con

sist

ent

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exce

ed s

tand

ards

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ads

othe

rs to

con

trib

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team

goa

ls. A

naly

zes

and

prov

ides

effe

ctiv

ecl

ient

/cus

tom

er s

ervi

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beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

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ns a

nd s

olve

s pr

oble

ms

in a

sel

f-di

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ed m

anne

r.T

ools

, mat

eria

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nd/o

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ses

are

sele

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and

used

effi

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tly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

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ks c

oope

rativ

ely

and

cont

ribut

es id

eas

and

sugg

estio

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at e

nhan

cete

am e

ffort

. Ana

lyze

s an

dpr

ovid

es e

ffect

ive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

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ns a

nd s

olve

s pr

oble

ms

with

lim

ited

assi

stan

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ls, m

ater

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and

/or

proc

esse

s ar

e se

lect

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ppro

pria

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. Qua

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and

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cust

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guid

ed p

lan

ofac

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mite

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used

appr

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. Qua

lity

and

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tent

. Wor

ksco

oper

ativ

ely.

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vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

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out

com

es.

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ls, m

ater

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and

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s ar

e us

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appr

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AD

VA

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Obs

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d Pe

rfor

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atin

g:

The

stu

dent

is a

ble

to:

desc

ribe

vario

us ty

pes

of b

ody

ador

nmen

ts a

nd th

eir

purp

oses

clas

sify

eac

h ad

ornm

ent a

vaila

ble

as:

fash

ion

item

cultu

ral i

tem

fad

item

desc

ribe

and,

whe

re a

ppro

pria

te, d

emon

stra

te s

afe

and

sani

tary

app

licat

ions

/use

s of

bod

y ad

ornm

ent

desc

ribe

and,

whe

re a

ppro

pria

te, d

emon

stra

te th

e sa

fe h

andl

ing

of to

ols

and

mat

eria

ls u

sed

in a

dorn

men

t pro

cess

.

386

G.9

4/sm

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ogy

Stud

ies,

CT

S(1

99

387 A

sses

sme

t Too

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lan

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cont

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lash

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orm

ance

Rat

ing:

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stu

dent

is a

ble

to:

prep

are

mat

eria

ls to

trim

, fea

ther

and

app

ly la

shes

sele

ct a

dhes

ive

perf

orm

alle

rgy

test

trim

and

fea

ther

lash

escu

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shes

appl

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per

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38

CT

S, C

osm

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ies

/G.9

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997)

CO

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TO

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GY

ST

UD

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TH

EM

AT

IC A

SSE

SSM

EN

T T

OO

L

Mod

ule(

s):

CO

S329

0: C

ompe

titio

n C

osm

etol

ogy

The

me:

Ent

erpr

ise

and

Com

petit

ion

Stud

ent:

ID#:

CO

STA

T32

90

Dat

e:

Tea

cher

:

Stan

dard

sSt

uden

tsea

chle

vels

wor

king

at o

r ab

ove

stan

dard

mus

t dem

onst

rate

the

outc

omes

out

lined

in th

e ch

eckl

ist b

elow

. The

min

imum

sta

ndar

d fo

rin

term

edia

te a

nd a

dvan

ced

leve

l mod

ules

. The

rat

ing

scal

e be

low

def

ines

the

cate

gory

is in

dica

ted

on th

e le

ft f

or in

trod

ucto

ry,

of s

kill

deve

lopm

ent.

Rat

ing

Scal

e

The

stu

dent

:

4ex

ceed

s de

fined

out

com

es.

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ns a

nd s

olve

s pr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a se

lf-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly, e

ffect

ivel

yan

d w

ith c

onfid

ence

.Q

ualit

y, p

artic

ular

ly d

etai

lsan

d fin

ishe

s, a

ndpr

oduc

tivity

are

con

sist

ent

and

exce

ed s

tand

ards

.Le

ads

othe

rs to

con

trib

ute

team

goa

ls. A

naly

zes

and

prov

ides

effe

ctiv

ecl

ient

/cus

tom

er s

ervi

ces

beyo

nd e

xpec

tatio

ns.

3m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

in a

sel

f-di

rect

ed m

anne

r.T

ools

, mat

eria

ls a

nd/o

rpr

oces

ses

are

sele

cted

and

used

effi

cien

tly a

ndef

fect

ivel

y. Q

ualit

y an

dpr

oduc

tivity

are

con

sist

ent.

Wor

ks c

oope

rativ

ely

and

cont

ribut

es id

eas

and

sugg

estio

ns th

at e

nhan

cete

am e

ffort

. Ana

lyze

s an

dpr

ovid

es e

ffect

ive

clie

nt/c

usto

mer

ser

vice

s.

2m

eets

def

ined

out

com

es.

Pla

ns a

nd s

olve

s pr

oble

ms

with

lim

ited

assi

stan

ce.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

. Qua

lity

and

prod

uctiv

ity a

rere

ason

ably

con

sist

ent.

Wor

ks c

oope

rativ

ely

toac

hiev

e te

am g

oals

.Id

entif

ies

and

prov

ides

cust

omer

/clie

nt s

ervi

ces.

1m

eets

def

ined

out

com

es.

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low

s a

guid

ed p

lan

ofac

tion.

A li

mite

d ra

nge

ofto

ols,

mat

eria

ls a

nd/o

rpr

oces

ses

are

used

appr

opria

tely

. Qua

lity

and

prod

uctiv

ity a

re r

easo

nabl

yco

nsis

tent

. Wor

ksco

oper

ativ

ely.

Pro

vide

s a

limite

d ra

nge

ofcu

stom

er/c

lient

ser

vice

s.

0ha

s no

t com

plet

edde

fined

out

com

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opria

tely

.

AD

VA

NC

ED

CO

S329

0

Min

imum

Sta

ndar

d R

atin

g:3

Qua

litie

s an

d Sk

ills

Obs

erve

d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

desc

ribe

qual

ities

and

abi

litie

s as

soci

ated

with

suc

cess

ful c

ompe

titio

n co

smet

olog

ists

:pe

rson

al q

ualit

ies

prof

essi

onal

qua

litie

sm

anag

emen

t abi

litie

sar

tistr

y

390 St

udie

s, C

TS

(199

391

Ass

ess

t Too

ls©

Alb

erta

Edu

catio

n, A

lan

ada

CO

SME

TO

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GY

ST

UD

IES

TH

EM

AT

IC A

SSE

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EN

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OO

L (

cont

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OST

AT

3290

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imum

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ndar

d R

atin

g:3

Qua

litie

s an

d Sk

ills

(con

tinue

d)O

bser

ved

Perf

orm

ance

Rat

ing:

The

stu

dent

is a

ble

to:

dem

onst

rate

per

sona

l qua

litie

s in

clud

ing:

dedi

catio

nat

tent

ion

to d

etai

l"s

tickt

oitiv

enes

s"pa

tienc

ede

mon

stra

te p

rofe

ssio

nal q

ualit

ies

incl

udin

g:pr

ojec

ting

a po

sitiv

e im

age

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e an

d sa

nita

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resp

ectin

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of

othe

rs.

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agem

ent

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d Pe

rfor

man

ce R

atin

g:

The

stu

dent

is a

ble

to:

dem

onst

rate

man

agem

ent a

bilit

ies

incl

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anni

ngor

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com

mun

icat

ing

budg

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petit

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Art

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yO

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orm

ance

Rat

ing:

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is a

ble

to:

dem

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rate

a c

ompe

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n le

vel o

f ar

tistr

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des

igni

ng o

ne o

r m

ore

area

s:ha

ircu

tha

irst

yle

(e.g

., da

y w

ear,

eve

ning

wea

r, f

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hair

colo

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rman

ent w

ave

mak

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e an

d na

il ar

t.ex

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e th

e de

sign

eval

uate

the

com

plet

ed s

tylin

g an

d m

ake

chan

ges

to th

e de

sign

and

/or

met

hod

of e

xecu

tion

crea

te th

e "f

inal

" co

mpe

titio

n st

ylin

gpa

rtic

ipat

e in

a c

osm

etol

ogy

com

petit

ion.

392.

Ass

essm

ent T

ools

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ta E

duca

tion,

Alb

erta

, Can

ada

393

CT

S, C

osm

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ogy

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ies

/G.9

7(1

997)

CO

SME

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GY

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IES

TH

EM

AT

IC A

SSE

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T T

OO

L (

cont

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dgin

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ved

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orm

ance

Rat

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The

stu

dent

is a

ble

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qua

lific

atio

ns r

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by r

ecog

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tern

atio

nal c

osm

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es a

nd h

ow th

ese

qual

ific

atio

ns m

ay b

e at

tain

edde

scri

be m

etho

ds u

sed

by c

ompe

titio

n ju

dges

to ju

dge

com

petit

ors

part

icip

ate

in ju

dgin

g th

e w

ork

of o

ther

s.

CO

MM

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TS:

394

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395

Ass

ess

P t T

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Al

anad

a

SAMPLE ASSESSMENT TOOL

Module COS1010: Personal Images

COSSAT1010

To achieve "at standard" rating, the student must attain a minimum of 50% of marks available in eachcompetency area.

Competency Area/Sub-competencies Marks AvailableMarks Achieved

S T 0Allocate Resources 10

describe grooming products and appliances available 5

select appropriate products and appliances 5

Communicate and Relate to Others 20

evaluation checklist of one's appearance 10

demonstrate posture, positive verbal and nonverbalcommunication with the teacher and other students

10

use appropriate terminologyUse Information 30

understand and relate grooming concepts to:personal body care 5skin care 5

hair care 5nail care 5

nutrition 5

clothing choice 5

Understand Systems 20

demonstrate an understanding of personal groomingprocedures by:

selecting appropriate products 10selecting appropriate appliances 10

Use Technology 20

demonstrate the proper and safe use of products andappliances:

skin care 5

hair care 5nail care 5personal body care 5

Totals 100

Legend Weighting Mark RatingS Self 10% Above standard 75% 100%T Teacher 80% At standard 50%. 74%0 Other 10% Below standard 0% 49%

(e.g., classmate, client)

Assessment Tools©Alberta Education, Alberta, Canada 396


SAMPLE ASSESSMENT TOOL COSSAT1030

Module COS1030: Hair & Scalp Care 1

A student grade will be developed based on:60% Practical Performance Tests40% Theoretical Studies to include term assignments, module tests and a final module theoryexamination.

Students must achieve a minimum of 65% overall grade.

60% Practical Performance(* locating and arranging equipment and supplies, safe and sanitary procedures to be included in eachperformance test.)

5% a. Draping Test (teacher-developed checklist)5% b. Brushing Test (teacher-developed checklist)5% c. Basic Hair and Scalp Analysis Test5% d. Selecting Shampoo and Rinse Test

30% e. Perform a Shampoo and Conditioning Service10% f. Sanitation of Equipment and Implements Tests

Rating80% 100%65% 79%0% 64%

Above StandardAt StandardBelow Standard

40% Theoretical Studies

10% Module Assignments

Point System3 Above Standard

(accurate and complete)2 At Standard

(completed with few errors/omissions)1 Below Standard

(needs to be completed)

15% Module Quizzes

Teacher-developed:

short answers, long answers, multiplechoice, oral tests and demonstration tests.

15% Final Module Theory Examination

G.100/ Cosmetology Studies, CTS

worksheetschecklists/chartshomeworkworkbook assignmentsresearch presentation

trichologyshampoo types and chemistryrinses and effectsbasic scalp conditionsbasic hair conditionssafety and sanitation

397 Assessment Tools(1997) ©Alberta Education, Alberta, Canada


Module COS1050: Permanent Waving 1 (The Physical Process)


COSSAT1050



identify types of perm rods and tools used 1

prepare work station 2

select rod size for "client's" needs 2


deal effectively/professionally with teachers, peers and "clients" 4describe (written/verbal) historical development of permanentwaving 2

explain the difference between the physical and chemicalcomponents 4

Use Information 10

recommend type of wrap according to "client's" needs andwishes

4

explain the importance of the components of permanent wavewrapping (sectioning/blocking, etc.)

4

use texture and elasticity as guides for rod size selection 2


describe the difference in curl when these rod positions are used: 3

on basehalf baseoff base

explain possible consequences of not using proper safetyprocedures 5

describe the effects of improper elastic band placement2

Use Technology 35

demonstrate proper procedure for wrapping a basic perm wrapuse correct technique for:

sectioning wrapping 5 5

blocking securing 5 5

finishing workrod removal information storage 5 5

clean up 5

Totals 70

Legend Weighting Mark RatingS Self 10% Above standard 75% 100%T Teacher 80% At standard 50% 74%0 Other 10% Below standard 0% 49%





Module COS1060: Skin Care 1 (Basic Practices)

COSSAT1060

Instructions: The first column indicates each task you will be marked on. The second columnindicates whether the task was performed. The third column indicates your level ofperformance as assessed by yourself and as assessed by your teacher. To achieve "atstandard" rating, your total mark and your teacher's total mark should be at least 30/60.

Tasks to be TestedTask

Performed6699

Marks

Self Teacher

1. Prepare the client.

2. Wash your hands.

3. Analyze the skin.

4. Apply cleansing cream.

5. Remove cleansing cream.

6. Steam the face.

7. Apply astringent.

8. Apply mask.

9. Remove mask.

10. Apply astringent.

11. Apply moisturizer.

12. Clean up and sanitize work area.

Total /60 /60

Marking Scale

5 = Excellent; 4 = Very Good; 3 = Satisfactory; 2, 1 = Not satisfactory

Rating

Above StandardAt StandardBelow Standard

75% 100%50% 74%0% 49%



Module COS2040: Haircutting 1


COSSAT2040



match resources to client's needs 5

prepare the work area 3

access and arrange resources 2


greet, and seat "client" courteously 2

consult with "client" over wants and needs 5

show concern for "client" 3

pre-section hair 5

seek assistance to create guideline 5

check cutUse Information 15

demonstrate professional knowledge of basic cut formsand thinning techniques

5

identify proper handling of tools 5

possess professional knowledge of how to check a cut forshape, balance, evenness and blended strands

5


explain proper selection of tools 2

explain proper haircutting drape 3

describe selection of appropriate sectioning pattern forclient's cut

5

describe cutting techniques to be used on client's specific .5

cut 5

describe the principal of elevation 5

Use Technology 30

section hair before cutting 10

demonstrate appropriate cutting techniques 10

check cut for shape, balance, evenness and blendingstrands

10

Totals 100






Module CS2060: Permanent Waving 2 (Cold Waving)

COSSAT2060




match resources to client's needs 5prepare the work area 3

access and arrange resources 2


greet and seat "client" courteously 2consult with client" on wants and needs 5show concern for safety and welfare of "client" 3

explain effects of products and services 5seek assistance for rod size, sectioning pattern and permsolution to use

5

Use Information 25

demonstrate professional knowledge in permanent waving 5identify types of chemicals used 5

identify relationship of physical and chemical processes 5

analyze hair and scalp 5

recommend products and services 5


explain proper sectioning patterns and rod size 5select appropriate cold waving solutions 5follow manufacturer's directions 5

Use Technology 50

demonstrate proper draping 5

demonstrate proper sectioning and wrapping techniques 5

demonstrate proper application of cold wave solution 5

demonstrate proper timing and test curls 5demonstrate proper rinsing, blotting techniques 5demonstrate proper application of neutralizer 5demonstrate proper removal of rods 5demonstrate proper protection of "client" from chemicals 5used 5

evaluate quality and degree of curl 5


Totals 120

Legend Weighting Mark RatingS Self 25% Above standard 75% 100%T Teacher 50% At standard 50% 74%O Other 25% Below standard 0% 49%





Module COS2090: Colouring 1


COSSAT2090



basic principles of colour 5

purpose patch/predisposition test 5

purpose strand test 5

prepare and apply temporary and semipermanent haircolour

5


professional appearance self 5

greet and seat "client" 5

consult with "client" about needs and wants 5

show concern for safety and welfare of "client" 5

follow instructor's directions 5

explain effects of products/services 5

Use Information 65

professional knowledge colour 10

identify forms of hair colouring 5

describe chemistry of colouring 5

analysis of hair and scalp for hair colouring 10

professional knowledgepatch test 5

strand test 5

temporary hair colouring5

semipermanent hair colouring105

data base5

safe and sanitary hair colouring practicesUnderstand Systems 30

relationship between theory of colour and practical haircolouring

5

effects of proper/improper practices:predisposition test 5

strand test 5

application of temporary colouring 5

application of semipermanent colouring 5

safety and sanitation 5


402 CTS, Cosmetology Studies /G.105(1997)

SAMPLE ASSESSMENT TOOL (continued) COSSAT2090


S T 0Use Technology 40

client comfort 5

scalp and hair analysis 5

safe application of patch/predisposition test 5

safe application of strand test 5

demonstrate application of temporary hair colour 10

demonstrate application of semipermanent hair colour 10

Totals 185

Legend Weighting Mark RatingS Self 25% Above standard 75% 100%T Teacher 50% At standard 50% 74%O Other 25% Below standard 0% 49%


G.106/ Cosmetology Studies, CTS 403(1997) ©Alberta Education, Alberta, Canada

Assessment Tools


Module COS2100: Colour Removal 1

COSSAT2100



S T 0Assignment 1 60

a. Prepared hair samples. 3

b. Identified available products. 5

c. Demonstrated proper mixing of each product. 6

d. Analyzed each hair sample. 16

e. Demonstrated proper application procedure. 12

f. Identified when desired colour level was reached. 12

g. Removed product from hair. 6

Note: A minimum of three hair samples and three differentcolour removal products should be used.

Assignment 2

a. Highlightinganalyzed hair and scalp. 10

60

performed strand test. 5performed skin test (if working on live model). Pass/Failmixed chemicals correctly. 5performed procedure according to directions. 25removed chemicals from the hair and scalp. 10maintained records. 5

b. Streaking 60

analyzed hair and scalp. 10performed strand test. 5performed skin test (if working on live model). Pass/Failmixed chemicals correctly. 5performed procedure according to directions. 25removed chemicals from the hair and scalp. 10maintained records. 5

c. Frosting 60

analyzed hair and scalp. 10performed strand test. 5performed skin test (if working on live model). Pass/Failmixed chemicals correctly. 5performed procedure according to directions. 25removed chemicals from the hair and scalp. 10maintained records. 5


404 CTS, Cosmetology Studies /G.107(1997)

SAMPLE ASSESSMENT TOOL (continued) COSSAT2100


S T 0d. Removing Artificial Colour 60

analyzed hair and scalp. 15

mixed/prepared chemicals correctly. 10

performed procedure according to directions andmanufacturer's instructions.

20

removed chemicals from the hair and scalp. 10

maintained records. 5

Totals 300

Evaluation

S Self 25%T Teacher 50%0 Other (e.g., classmate, client) 25%

Calculate mark for each assignment: Total mark for all assignments(300 available)Assignment 1

40% of S60% of T

TotalAssignment 2

a. Highlighting

40% of S60% of T

Totalb. Streaking

40% of S60% of T

Totalc. Frosting

40% of S60% of T

Total

d. Removing Artificial Colour

40% of S60% of T

Total

Average mark for the 5assignments

Percentage: Average mark tomarks available

RatingAbove standardAt standardBelow standard

75% 100%50% 74%0% 49%

G.108/ Cosmetology Studies, CTS Assessment Tools(1997) 405 ©Alberta Education, Alberta, Canada


Module COS2120: Facials & Makeup 1

COSSAT2120




locate equipment and supplies for plain facial andappropriate makeup

2

prepare area, client and yourself for a plain facialprocedure and makeup

3


follow instructions 4

practise personal hygiene and grooming 4

be courteous to teachers, classmates and others 4

describe and demonstrate safe and sanitary practices thatcontribute to positive verbal and nonverbalcommunications to AND from others

4

Use Information 15

analyze condition of face and select appropriate products 6

decision making/problem solving 4

product selection 4

makeup selection 1


identify and describe safe and sanitary practices 6

communicate the effects of these practices and proceduresto client

4

Use Technology 54

prepare "client," ensuring comfort and safety of client 12

prepare yourself 8

apply appropriate products, perform facial manipulations 15

complete facial/makeup, return "client" to reception 10

clean area, equipment and record information 9

Totals 100






Module COS2150: Manicuring 2

COSSAT2150




locate and access resources 4prepare work area 4


greet and consult with "clients" 4courteous and professional attitude toward peers/teacher 4explain and determine appropriate services 8

Use Information 23

analyze conditions of hands and nails 10identify treatable/nontreatable conditions and productselection

10

professional knowledge of arm, hand, nail anatomy andrelated technical terminology

3


knowledge of safety and sanitation practices 10communicate effects of practices, procedures and servicesto "clients"

8

Use Technology 35

prepare "client" 5ensure client comfort 5apply suitable amounts of product/cosmetics 5use implements/tools and equipment in a safe and sanitarymanner

10

demonstrate manicure and massage techniques 10

Totals 100

Legend Weighting MarkS Self 25%T Teacher 50%O Other 25%



RatingAbove standard 75% 100%At standard 50% 74%Below standard 0% 49%



Module COS3140: Body Therapy

COSSAT3140


Tasks Marks Available Marks Achieved S T 0

Research Paper 100role of the beauty therapist 10

types of body therapies 15

technology available 20effects on body systems 20benefits 20title page 5

outline 5

bibliography 5

Presentation 50use of support material 10

level of interest 10knowledge of subject matter 15

eye contact 5

voice projections and clarity 5

time consideration 5

Anatomy and Physiology 100integumentary system 10

skeletal system 5

muscular system 10nervous system 5

circulatory system 10endocrine system 3

exocrine system 3

respiratory system 2digestive system 2FINAL EXAM 50

Practical Evaluation 60prepare work area 5

client preparation 5

consultation 7skin analysis 6product knowledge/recommendations 10handling of equipment 8

proper use of technology 8

safety and sanitation 5

professional and cooperative attitude 6

Assessment Tools©Alberta Education, Alberta, Canada 4O8


SAMPLE ASSESSMENT TOOL (continued)

Self-evaluation

COSSAT3140

Research Paper x .10 =

Oral Presentation x .10 =

Practical Evaluation x .50 =

Exams x .30 =

Other Classmates




Exams x .30 =

Teacher Evaluation




Exams x .30 =

Legend Weighting Mark RatingS Self 10% Above standard 75% 100%T Teacher 80% At standard 50% 74%O Other

(e.g., classmate, client)10% Below standard 0% 49%

429


COSMETOLOGY STUDIES

SECTION H: LINKAGES/TRANSITIONS

This section of the Guide has been designed to provide an overview of linkages andtransitions of CTS modules with a number of organizations. The charts andinformation presented in this section will assist CTS students and teachers inunderstanding the potential application of CTS modules as students move into theworkplace.

TABLE OF CONTENTS

LINKAGESWith Other CTS Strands H.3With Other Secondary Programs H.4With Practical Arts Courses HA

TRANSITIONSTo the Community/Workplace H.4To Related Post-secondary Programs H.4

CREDENTIALLING H.4

Charts:Cosmetology Studies: Connections with Other CTS Strands H.5Cosmetology Studies in Junior High H.7Cosmetology Studies: Connections Across the Curriculum H.8Cosmetology Studies: Correlations with Practical Arts Courses:

Beauty Culture 12, 22, 32 H.10Cosmetology Studies: Related Occupations H.13Cosmetology Studies: Career Options and Requirements H.14Record of Modules Completed: Cosmetology Studies and Related

Modules H.15Cosmetology Studies: Summary of Related Post-secondary Programs H.16

Linkages/Transitions©Alberta Education, Alberta, Canada

4I

CTS, Cosmetology Studies /H.1(1997)

LINKAGES/TRANSITIONS

There are a variety of linkages and transitionswithin Cosmetology Studies and with other CTSstrands. The linkages extend to a variety ofpost-secondary and career possibilities.

LINKAGES

With Other CTS Strands

Many CTS strands link with CosmetologyStudies. In the following strands, specificmodules may be of interest to students enrolledin Cosmetology Studies modules:

Strand Module Linkage Opportunity

CareerTransitions

Project Modules if a student undertakes an extensive project beyondthe expectations of the Cosmetology Studiesmoduleto increase the proficiency level of variouscosmetology procedures identified in theCosmetology Studies module.

Design Studies DES1020: Sketch,Draw & Model

Cosmetology students benefit from relating thedesign process to meeting customer needs.

Enterprise and ENT1010: Challenge These modules can be adapted or contextualized toInnovation & Opportunity support Cosmetology careers. In particular, these

ENT1020: Planning aVenture

modules can relate to self-employment andestablishing a cosmetology-related business

ENT2010: Analyzing operation.VenturesENT2040:Implementing theVentureENT3010: Managingthe Venture

The following CTS strands have linkages that are more general in nature:

Strand Cosmetology-related Themes

Communication Technology Presentation

Community Health Hygiene and Sanitation

Financial Management Management

Management and Marketing Management, Salesmanship

Linkages/Transitions@Alberta Education, Alberta, Canada 411


Potential linkages of Cosmetology Studies withother CTS strands, determined by courseemphasis and area of specialization, are identifiedin this section (see "Cosmetology Studies:Connections with Other CTS Strands" and"Cosmetology Studies in Junior High").

With Other Secondary Programs

Cosmetology Studies has linkages with Careerand Life Management, with Work Experienceand with the currently available Beauty Culture12, 22, 32 courses. Potential linkages ofCosmetology Studies with other core andcomplementary subject areas across thecurriculum are identified in this section (see"Cosmetology Studies: Connections Across theCurriculum").

With Practical Arts Courses

Modules in the Cosmetology Studies strandreplace existing content in the Beauty Culture12, 22 and 32 programs. A detailed correlationof the Cosmetology strand to these practical artscourses can be found in this section (see"Cosmetology Studies: Correlations withPractical Arts Courses: Beauty Culture 12, 22and 32").

TRANSITIONS

To The Community/Workplace

The introductory and intermediate level modulesare designed to provide students with theknowledge, skills and attitudes (the basiccompetencies) that are required in theworkplace. Some businesses welcome anindividual who has the basic skills and isprepared for further training from the employer.Information from the National OccupationalClassification indicates that at least fiveoccupations in the cosmetology field can beaccessed after high school (see "CosmetologyStudies: Related Occupations"). The chart,"Cosmetology Studies: Cover Route Optionsand Requirements," indicates modules that may

be grouped by students seeking alternativecareer routes.

To Related Post-secondary Programs

Both the intermediate and advanced levelmodules will provide students withopportunities to decide whether they would beinterested in entering into an apprenticeship inthe hairstylist trade or entering the workforce ina non-designated occupation; e.g., esthetologist,manicurist, cosmetic sales. Private vocationalschools and trade associations provideopportunities to enhance competency in a widerange of cosmetology-related areas. (see"Cosmetology Studies: Summary of RelatedPost-secondary Programs").

CREDENTIALLING

Students may enter into an apprenticeship in thehairstylist trade if they meet entrancerequirements. Entrance into apprenticeship maybe attained:

upon leaving school, if an employer iswilling to indenture the applicant

through enrollment in the RegisteredApprenticeship Program

with advanced standing (i.e., 35-55 credits)if an employer is willing to indenture theapplicant.

Students successfully completing the hairstylistapprenticeship requirements are awarded aCompletion of Apprenticeship Certificate and aHairstylist Journeyman Certificate.

Additional credentialling opportunities may beavailable through attendance at trade shows,participation in manufacturer's seminars andworkshops and by completing specializedtraining in a private vocational school.

H.4/ Cosmetology Studies, CTS Linkages/Transitions(1997) ©Alberta Education, Alberta, Canada

LINKAGES: Cosmetology Studies: Connections with Other CTS Strands

Cosmetology Studies Modules

Other CTS Strands

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Theme: Hair and Scalp CareCOS1020: Hair Graphics 1 MCOS1030: Hair & Scalp Care 1

COS1040: Forming & Finishing 1

COS2010: Hair Graphics 2=

COS2020: Hair & Scalp Care 2


COS3020: Long Hair Graphics

COS3030: Hair & Scalp Care 3

COS3040: Hair & Scalp Care 4 (Client Services)

Theme: HaircuttingCOS2040:. Haircutting 1

COS2050: Hair Care & Cutting 1 (Client Services)

COS3050: Haircutting 2

COS3060: Haircutting 3 (Client Services)


Theme: Chemical Services: Permanent WavingCOS1050: Permanent Waving 1 (The Physical Process)

COS2060: Permanent Waving 2 (Cold Waving)

COS2070: Permanent Waving 3 (Heat-assisted)

COS2080: Permanent Waving 4 (Client Services)

COS3080: Permanent Waving 5 (Designer)

COS3090: Relax/Straighten Hair =--COS3100: Wave, Relax & Straighten Hair (Client Services)


COS2090: Colouring 1


COS2110: Colouring & Removal 1 (Client Services)

COS3110: Colouring 2 (Permanent)



Provides many direct links with content in this strand. Students will reinforce, extend

and apply a substantial number of knowledge and/or skill components in practical situations.

Provides some links with competencies developed in this strand, usually through the

application of related technologies and/or processes.

BEST COPY AVAILABLE



LINKAGES: Cosmetology Studies: Connections with Other CTS Strands (continued)


Other CTS Strands

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COS2130: Facials & Makeup 2 (Client Services)COS2140: Skin Care 2 (Client Services)COS3140: Body TherapyCOS3150: Hair RemovalCOS3160: Skin Care 3 (Client Services)Theme: Male Facial GroomingCOS3170: Male Facial Grooming 1COS3180: Male Facial Grooming 2 (Client Services) ITheme: Nail CareCOS1070: Manicuring 1COS2150: Manicuring 2COS2160: Nail ArtCOS2170: Manicuring 3 (Client Services)

COS3190: Nail TechnologyCOS3200: PedicuringCOS3210: Nail Care (Client Services)

Theme: Special Effects/ServicesCOS1080: Theatrical Makeup 1 (Basic Principles)COS2180: Hairpieces & Extensions

COS2190: Theatrical Makeup 2 (Planning the Images)COS3220: Wigs & ToupeesCOS3230: Hair Goods (Client Services)

COS3240: Theatrical Makeup 3 (Changing Images)COS3250: Theatrical Makeup 4 (Client Services)COS3260: Facial & Body AdornmentTheme: Enterprise and CompetitionCOS2200: Historical Cosmetology =..=..-COS2210: Sales & Service 1 (Principles & Practices) =--COS3270: Creative CosmetologyCOS3280: Sales & Service 2 (Effectiveness) =COS3290: Competition Cosmetology

Provides many direct links with content in this strand. Students will reinforce, extend

and apply a substantial number of knowledge and/or skill components in practical situations.

Provides some links with competencies developed in this strand, usually through the

application of related technologies and/or processes.

H.6/ Cosmetology Studies, CTS(1997)

BEST COPY AVAILABLE

4t4 Linkages/Transitions©Alberta Education, Alberta, Canada

Cosmetology Studies in Junior High

Course Emphasis Cosmetology StudiesModules

Career TransitionsModules

Marketing &Management Modules

Integrated(3 modules)

Personal Images

COS/0/0

Skin Care

COS1060

Personal Safety(Management)

CTR1210


Personal Images

COS/0/0

Skin Care 1

COSI060

Manicuring 1

COS1070


CTR1210


Personal Images

COSI010

Skin Care 1

COS1060

Manicuring 1

COS1070


CTR1210

Quality CustomerService

MAMI020


Personal Images

COS/0/0


CTRI210

Quality CustomerService

MAM102

Skin Care 1

COS1060

Manicuring 1

COS1070

Hair Graphics 1

COSI020

Linkages/Transitions CTS, Cosmetology Studies /H.7©Alberta Education, Alberta, Canada 415 (1997)

LINKAGES: Cosmetology Studies: Connections Across the Curriculum

Across the Curriculum


Junior High_

Senior High

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COS3020: Long Hair Graphics

COS3030: Hair & Scalp Care 3 ---=COS3040: Hair & Scalp Care 4 (Client Services)

Theme: HaircuttingCOS2040: Haircutting 1 =--COS2050: Hair Care & Cutting 1 (Client Services)

COS3050: Haircutting 2

COS3060: Haircutting 3 (Client Services)


Theme: Chemical Services: Permanent WavingCOS1050: Permanent Waving 1 (The Physical Process)

COS2060: Permanent Waving 2 (Cold Waving) oCOS2070: Permanent Waving 3 (Heat-assisted)

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COS3080: Permanent Waving 5 (Designer) =-.COS3090: Relax/Straighten Hair ..1r_-= =.-.COS3100: Wave, Relax & Straighten Hair (Client Services)

Theme: Chemical Services: Haircolouring .....COS2090: Colouring 1

COS2100: Colour Removal 1 =--COS2110: Colouring & Removal 1 (Client Services)

COS3110: Colouring 2 (Permanent)---



Provides many direct links with course content. Students will reinforce, extend

and apply a substantial number of knowledge and/or skill components in practical contexts.

Provides some links with course content, usually through the application of related

technologies and/or processes.

BEST COPY AVAILABLE

H.8/ Cosmetology Studies, CTS Linkages/Transitions4 I 6,(1997) ©Alberta Education, Alberta, Canada

LINKAGES: Cosmetology Studies: Connections Across the Curriculum (continued)

Across the Curriculum


Junior High Senior High

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COS3140: Body Therapy,

.-..=----COS3150: Hair Removal -= =----COS3160: Skin Care 3 (Client Services)

,----

Theme: Male Facial GroomingCOS3170: Male Facial Grooming 1

COS3180: Male Facial Grooming 2 (Client Services) RTheme: Nail CareCOS1070: Manicuring 1

COS2150: Manicuring 2 _

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COS2170: Manicuring 3 (Client Services)

COS3190: Nail Technology .--1COS3200: Pedicuring

COS3210: Nail Care (Client Services)

Theme: Special Effects/ServicesCOS1080: Theatrical Makeup 1 (Basic Principles)

COS2180: Hairpieces & Extensions

COS2190: Theatrical Makeup 2 (Planning the Images)

COS3220: Wigs & Toupees

COS3230: Hair Goods Client Services)

COS3240: Theatrical Makeup 3 (Changing Images) -=...

COS3250: Theatrical Makeup 4 (Client Services)

COS3260: Facial & Body Adornment. 1--I

Theme: Enterprise & CompetitionCOS2200: Historical Cosmetology =COS2210: Sales & Service 1 (Principles & Practices)

COS3270: Creative Cosmetology

COS3280: Sales & Service 2 (Effectiveness)

COS3290: Competition Cosmetology

Provides many direct links with course content. Students will reinforce, extend

and apply a substantial number of knowledge and/or skill components in practical contexts.

Provides some links with course content, usually through the application of related

technologies and/or processes.


CTS, Cosmetology Studies /H.9

4l7BEST COPY AVAILABLE

(1997)

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X The Design Process Z a X X X Hair Graphics 2 Z to ts.)

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< X X Forming & Finishing 2 < to N X X Haircutting 1 .< to )s)

X X X X X X Hair Care & Cutting 1 (Client Services) < m )s)

X X X Permanent Waving 2 (Cold Waving) .< C) t4 X k X Permanent Waving 3 (Heat-assisted) )< C) t4

X X x X Permanent Waving 4 (Client Services) -t C) 1.4

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X X X Colour Removal 1 .-t C) t4 X x x x Colouring & Removal 1 (Client Services) .-t C) t4

X x x x Facials & Makeup 1 Z D N X X >4 X X Facials & Makeup 2 (Client Services) Z 0 to X X X X X Skin Care 2 (Client Services) Z D N

X X X Manicuring 2 Z rrl t4 X X X Nail Art Z to ts.)

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X x x x X Colouring & Removal 2 (Client Services) .< C) ,....

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TRANSITIONS: Cosmetology Studies: Related Occupations

Information for this chart was obtained from the National Occupational Classification descriptions.

Educational Requirements:D: High School EducationC: Apprenticeship

B: College or Vocational EducationA: University

Occupational Profile NOC# D C B A

Estheticians, Electrologists and Related Occupations 6482Hairstylists and Barbers 6271Makeup Artist 5226Other Services Managers 6216

More detailed information of these careers is available from Advanced Education and CareerDevelopment.

Linkages/Transitions 424 CTS, Cosmetology Studies /H.13©Alberta Education, Alberta, Canada (1997)

TRANSITIONS: Cosmetology Studies: Career Options and Requirements

Career Route

Themes/Modules *Total

ModulesPrere q. Hair

CareChemServ.

SkinCare

Mani/Pedic.

Spec.Effects

TheatreMakeup

Ent.

Personal Grooming 1010 1

Awareness

Personal Grooming 1010 1030 1060 1070 5Advanced 2020

Manicurist 1010 1070 93010 2150-2170

3190-3210

Enterprise Oriented 1010 1070 ENT 163010 2150-2170 1010

3190-3210 1020

201020403010

Esthetologist 1010 1060 3260 83010 2120-2140

3140-3160

Enterprise Oriented 1010 1060 3260 ENT 153010 2120-2140 1010

3140-3160 1020

201020403010

Theatrical Makeup Artist

Body Makeup1010 1060 1080 143010 2120-2140 2190

3140-3160 3240-3260

Hair Goods Worker 1010 2180 10803010 3220-3230 2190

3240-3260

Generalist 1010 1060 2180 1080 173010 2120-2140 3220-3230 2190

3140-3160 3240-3260

Apprenticeship 1010 1020-1040 1050 1060 1070 2180 2210 55Articulation to 3010 2010-2050 2060-2110 2120-2140 2150 3220-3230 DES

Hairstylist Trade* * 3010-3070 3080-3130 3140-3180 2170 3260-3270 1020

3190-3200 ENT1010

1020

201020403010

* See Section B for module numbers and descriptions.* * See Section H, "Record of Modules Completed."

H.14/ Cosmetology Studies, CTS(1997)


Record of Modules CompletedCosmetology Studies and Related Modules°

Accredited by Apprenticeship Board, Advanced Education and Career DevelopmentToward the Hairstylist Trade

55 Modules (55 credits)-35 Modules (35 credits)O

vi COSNumber Name

1010* Personal Images

1020* Hair Graphics 1

1030* Hair & Scalp Care 1

1040* Forming & Finishing 1

1050* Permanent Waving 1 (The Physical Process)

1060* Skin Care 1 (Basic Practices)

1070* Manicuring 1

2010* Hair Graphics 2


2030* Forming & Finishing 2

2040* Haircutting 1

2050* Hair Care & Cutting 1 (Client Services)

2060* Permanant Waving 2 (Cold Waving)

2070* Permanent Waving 3 (Heat-assisted)

2080* Permanent Waving 4 (Client Services)

2090* Colouring 1

2100 Colour Removal 1

2110 Colouring & Removal 1 (Client Services)

2120* Facials & Makeup 1

2130* Facials & Makeup 2 (Client Services)

2140 Skin Care 2 (Client Services)

2150* Manicuring 2

2170* Manicuring 3 (Client Services)

2180* Hairpieces & Extensions

2210* Sales & Service 1 (Principles & Practices)DES1020* The Design Process

COSNumber

Name

3010* Professional Practices

3020* Long Hair Graphics


3040* Hair & Scalp Care 4 (Client Services)

3050* Haircutting 2

3060* Haircutting 3 (Client Services)

3070* Hair Care & Cutting 2 (Client Services)

3080 Permanent Waving 5 (Designer)

3090* Relax/Straighten Hair

3100* Wave, Relax & Straighten Hair (Client Services)

3110* Colouring 2 (Permanent)

3120 Colour Removal 2

3130 Colouring & Removal 2 (Client Services)

3140 Body Therapy

3150 Hair Removal

3160 Skin Care 3 (Client Services)

3170* Male Facial Grooming 1

3180 Male Facial Grooming 2 (Client Services)

3190 Nail Technology

3200 Pedicuring

3220 Wigs & Toupees

3230 Hair Goods (Client Services)

3260 Facial & Body Adornment

3270 Creative CosmetologyENT1010* Challenge & OpportunityENT1020 Planning a VentureENT2010 Analyzing VenturesENT2Q4O Implementing the VentureENT3010 Managing the Venture

O For a detailed description of the modules listed see Cosmetology Studies Guide to Standards and Implementation, available from the LearningResources Distributing Centre or viewable for downloading on the Internet at http://ednetedc.gov.ab.ca/leve16/cts/cosmetol/coshome.html.

O The required 35 modules (35 credits) are those indicated by the *. All modules must be completed for 55 credits.

Modules completed successfully.

Student: No. of Modules Completed: Teacher:

School: Telephone: Date Issued to Student: , 19

To apply for accreditation, a student must submit this form along with his or her Apprenticeship Applicationto a local Career Development Centre.

Linkages/Transitions CTS, Cosmetology Studies /H.15©Alberta Education, Alberta, Canada (1997)

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COSMETOLOGY STUDIESSECTION I: LEARNING RESOURCE GUIDE

This section of the GSI has been designed to provide a list ofresources that support student learning.

Three types of resources are identified:

Authorized: Resources authorized by Alberta Educationfor CTS curriculum; these resources are categorized asbasic, support, or teaching

Other: Titles provided as a service to assist localjurisdictions to identify resources that contain potentiallyuseful ideas for teachers. Alberta Education has done apreliminary review of these resources, but further reviewwill be necessary prior to use in school jurisdictions

Additional: A list of local, provincial and nationalsources of information available to teachers, including thecommunity, government, industry, and professionalagencies and organizations.

The information contained in this Guide, although as completeand accurate as possible as of June 1997, is time-sensitive.

For the most up-to-date information on learning resources andnewer editions/versions, consult the LRDC Buyers Guide and/orthe agencies listed in the Distributor Directory at the end of thissection.

CTS is on the Internet.Internet Address:http://ednet.edc.gov.ab.ca

Learning Resource Guide©Alberta Education, Alberta, Canada 42

CTS, Cosmetology Studies /1.1(1997)

TABLE OF CONTENTS

INTRODUCTION 1.5

CTS and the Resource-based Classroom 1.5

Purpose and Organization of this Document 1.5

How to Order 1.6

Resource Policy 1.6

AUTHORIZED RESOURCES 1.7

Basic Learning Resources 1.7

Support Learning Resources 1.8

Teaching Resources 1.14Cosmetology Studies Resources (Correlation Charts) 1.15

ADDITIONAL SOURCES 1.19

DISTRIBUTOR DIRECTORY 1.23

Learning Resource Guide CTS, Cosmetology Studies /1.3©Alberta Education, Alberta, Canada 430 (1997)

INTRODUCTION

CTS AND THE RESOURCE-BASED CLASSROOM

Career and Technology Studies (CTS) encourages teachers to establish a resource-based classroom,where a variety of appropriate, up-to-date print and nonprint resources are available. Learning resourcesidentified for CTS strands include print, software, video and CD-ROM formats. Also of significance andidentified as appropriate throughout each strand are sources of information available through the Internet.

The resource-based classroom approach accommodates a variety of instructional strategies and teachingstyles, and supports individual or small group planning. It provides students with opportunities tointeract with a wide range of information sources in a variety of learning situations. Students in CTS areencouraged to take an active role in managing their own learning. Ready access to a strong resource baseenables students to learn to screen and use information appropriately, to solve problems, to meet specificclassroom and learning needs, and to develop competency in reading, writing, speaking, listening andviewing.

PURPOSE AND ORGANIZATION OF THIS DOCUMENT

The purpose of this document is to help teachers identify a variety of resources to meet their needs andthose of the students taking the new CTS curriculum. It is hoped that this practical guide to resourceswill help teachers develop a useful, accessible resource centre that will encourage students to becomeindependent, creative thinkers.

This document is organized as follows:

Authorized Resources:basic learning resourcessupport learning resourcesteaching resources

Other ResourcesAdditional SourcesDistributor Directory.

Some resources in the guide have been authorized for use in some or all of the CTS strands, e.g., theCareer and Technology Studies video series produced by ACCESS: The Education Station. Furtherinformation is provided in relevant sections of this resource guide.

Each resource in the guide provides bibliographic information, an annotation where appropriate, and amodule correlation to the CTS modules. The distributor code for each entry will facilitate orderingresources. It is recommended that teachers preview all resources before purchasing, or purchase onecopy for their reference and additional copies as required.

DistributorCode - seeDistributorDirectory

Distributor

Code

Resources Levels/Mod No.1 2 3

ACC Title Author 1010 2010 3010

Bibliographic Information

Annotation

Learning Resource Guide©Alberta Education, Alberta, Canada

1 = Introductory

2 = Intermediate

3 = Advanced

Indicates modulenumber

CTS, Cosmetology Studies A.5431 (1997)

HOW TO ORDER

Most authorized resources are available from the Learning Resources Distributing Centre (LRDC) at:

12360 142 StreetEdmonton, AB T5L 4X9Telephone: 403-427-5775 (outside of Edmonton dial 310-0000 to be connected toll free)Fax: 403-422-9750Internet: http://ednetedc.gov.ab.cafirdc

Please check LRDC for availability of videos.

RESOURCE POLICY

Alberta Education withdraws learning and teaching resources from the provincial list of approvedmaterials for a variety of reasons; e.g., the resource is out of print; a new edition has been published; theprogram has been revised. Under section 44 (2) of the School Act, school boards may approve materialsfor their schools, including resources that are withdrawn from the provincial list. Many school boardshave delegated this power to approve resources to school staff or other board employees undersection 45 (1) of the School Act.

For further information on resource policy and definitions, refer to the Student Learning ResourcesPolicy and Teaching Resources Policy or contact:

Learning Resources Unit, Curriculum Standards BranchAlberta Education5th Floor, Devonian Building, East Tower11160 Jasper AvenueEdmonton, AB T5K OL2Telephone: 403-422-4872 (outside of Edmonton dial 310-0000 to be connected toll free)Fax: 403-422-0576Internet: http://ednet.edc.gov.ab.ca

Note: Owing to the frequent revisions of computer software and their specificity to particular computersystems, newer versions may not be included in this guide. However, schools may contact the LRDCdirectly at 403-427-5775 for assistance in purchasing computer software.

Trademark Notices: Microsoft, Access, Excel, Fox Pro, Mail, MS-DOS, Office, Power Point, Project,Publisher, Visual Basic, Visual C++, Windows, Windows NT, Word, and Works are either registeredtrademarks or trademarks of Microsoft Corporation. Apple, Mac, Macintosh, and Power Macintosh areeither registered trademarks or trademarks of Apple Computer, Inc. Other brand and product names areregistered trademarks or trademarks of their respective holders.

1.6/ Cosmetology Studies, CTS 432 Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada

AUTHORIZED RESOURCES

BASIC LEARNING RESOURCES

The following basic learning resources have been authorized by Alberta Education for use in theCosmetology Studies curriculum. These resources address the majority of the learner expectations in oneor more modules and/or levels. A curriculum correlation appears in the right-hand column.

Distributor

CodeResources Levels/Module No.

1 2 3

LRDC

LRDC

Milady's Standard Textbook of Cosmetology. (Revised edition.)Catherine Frangie (publisher). Albany, NY: MiladyPublishing Company, 1994.

Covers almost all content addressed in the Cosmetology curriculum.Supported by a career-oriented introduction, this resource is illustrated withan abundance of colour photographs and other graphics. Questions found ineach chapter are answered in the appendix, which also includes a glossary andindex of terms.

Note: The provincial Hairstylist apprenticeship examinations are basedprimarily on the contents of this resource.

Professional Cosmetologist, The. (4th edition.) John W. Dalton.St. Paul, MN: West Publishing Company, 1992.

Covers all aspects of cosmetology: careers, ethics, hygiene and sanitation,hair, shampooing, hairstyling and shaping, colouring, perming, skin care,manicuring, wigs, shaving, business, anatomy and chemistry.

1010to

1070

1010to

1070

2020to

2150217021802210

2120to

2150217021802210

3010to

32403260

to3290

3010to

32403260

to3290

Learning Resource Guide CTS, Cosmetology Studies /1.7©Alberta Education, Alberta, Canada 433 (1997)

SUPPORT LEARNING RESOURCES

The following support learning resources are authorized by Alberta Education to assist in addressingsome of the learner expectations of a module or components of modules.

Distributor


1 2 3

LRDC Advanced Braiding Made Easy. Jamie Rines Jones. Jupiter, FL: 1020 2010 3020Helping Hand Productions, 1990. Video. 3110

3270Resource provides detailed procedures to create complex braids (e.g., four,five and mock 10 strand braids). Steps well defined, finger positions clearlyshown, and starting and finishing techniques are clearly described andtechniques shown. May be used as exemplar of advanced braidingperformance.

LRDC A-Z's of Clipper Cutting, The: Everything You Have Ever Wanted 2040 3050to Know About Clipper Cutting. Jim Jones. East Lansing, MI: 2050 3060Jim Jones Enterprises, Inc., 1993. Video. 3070

Part of a relatively unique series of videos that present a detailed approach toclipper-cutting of hair. Information is provided about different types ofclippers and combs, as well as holding and handling techniques for each tooland attachment.

Note: Teachers should preview this resource to ensure that the language andtone used by the demonstrator will not cause offence among students andcommunity members. In addition, teachers may use the video to generatestudent reaction to both the demonstrator's body language and cuttingtechniques.

LRDC Art and Science of Professional Makeup, The. Stan Campbell 2120 3140Place. Tarrytown, NY: Milady Publishing Co., 1990. 2130 to

2140 3180This resource supports advanced level modules relating to skin care andmakeup. Includes special occasion and glamour makeup, special effectsmakeup and related business practices.

22002210

32603270

LRDC Braiding Made Easy. Jamie Rines Jones. Jupiter, FL: Helping 1020 2010 3020Hand Productions, 1989. Video.

Provides step-by-step procedures for three braiding techniques. Fingerpositions used in each procedure are clearly shown. Techniques aretransferable to both genders; however, only female gender is depicted.

LRDC Braids and More. Andrea Jeffery. Calgary, AB: Zopfe Publishing 1020 2010 3020Inc., 1991. 3100

3270Provides information on braiding from beginner level to advanced level. Italso provides a glossary of terms and drawings that are both descriptive anduseful.

1.8/ Cosmetology Studies, CTS(1997)

BEST COPY AVAILABLE

434 Learning Resource Guide©Alberta Education, Alberta, Canada

Support Learning Resources (Continued)

Distributor

Code

Resources Levels/Module No.1 2 3

LRDC Braids and Styles for Long Hair. Andrea Jeffery and Vickie 1020 2010 3020Terner. Calgary, AB: Zopfe Publishing Inc., 1988. 3100

3270Eight chapters address content in introductory, intermediate and advancedlevel modules relating to basic braiding, intermediate braiding, self-braiding,advanced braiding, variations of ponytails, pigtails and rolls.

ACC Career and Technology Studies: Key Concepts Video Series. all all allEdmonton, AB: ACCESS: The Education Station.

A series of videos and utilization guides relevant to all CTS strands. Theseries consists of: Anatomy of a Plan; Creativity; ElectronicCommunication; The Ethics Jungle; Go Figure; Innovation; Making EthicalDecisions; Portfolios; Project Planning; Responsibility and TechnicalWriting.

LRDC Clipper Cutting for the Entire Family. Jim Jones. East Lansing, 2040 3050MI: Jim Jones Enterprises, Inc., 1991. Video. 2050 3060

3070Part of a relatively unique series of videos that presents a detailed approach toclipper-cutting of hair. Information is provided about different types ofclippers and combs, as well as holding and handling techniques for each tooland attachment.

Note: Teachers should preview this resource to ensure that the language andtone used by the demonstrator will not cause offence among students andcommunity members. In addition, teachers may use the video to generatestudent reaction to both the demonstrator's body language and cuttingtechniques.

LRDC Color Me Beautiful: Discovering Your Natural Beauty Through 1060 2090 3110Color. KVC Home Video, 1992. Video. 2120 3140

2130 3150This video presents colour theory relative to enhancing personal appearance. 2140 3160This resource will be of interest to both junior and senior high school studentsinterested in improving their own appearance and in using colour in the world 2190 3240

of professional cosmetology. 32503260

LRDC Faces for Teens: A Step-by-Step Guide to Healthy Skin and Great 1010Makeup. Rexdale, ON: McIntyre Media Ltd., 1991. Video 1060(45 minutes).

This video provides a fast-paced introduction to facial care and grooming,focusing on teenaged girls. Instruction is provided on alternative skin careand makeup procedures. The resource relates personal appearance topersonality, refers to the role of the professional esthetician and promotespractice, practice, practice. Male facial care and grooming are not addressed.

Learning Resource Guide©Alberta Education, Alberta, Canada 3 5



Distributor


1 2 3

LRDC Hair Coloring: A Hands On Approach. Patricia Spencer. Albany, 2090 3110NY: Milady Publishing Co., 1991. 2100 3120

2110 3130This resource deals with colour theory and practical application of temporary,semi-permanent and permanent colour, theory and practical knowledge oflightening, toning and dye removal.

LRDC Hairdressing for Women and Men. Ghislaine Gaudreau and 1010 2020 3010Jacquiline Roy. Boucherville, PQ: E. Vezine Editeur, 1989. 1030 to 3030

1040 2060 3040Provides introductory information on selected cosmetology topics including 1050 2080 3050hair and scalp analysis and treatments, haircutting, forming and finishing, to 3080chemical services and male facial grooming. 2110 to

2170 31303170318032703280

LRDC Massage and Aromatherapy: A Practical Approach for NVQ 1060 2120 3140Level. L. Goldberg. Stanley Thornes (Publishers) Ltd., 1995. 2130 3160

2150 3200Content covers the working environment, massage and systems of the body,massage techniques and routines, essential oils and aromatherapy massage.

2170 3210

LRDC Men's Hairstyling and Beard Design. Jim Jones. East Lansing, 3170MI: Jim Jones Enterprises Inc., 1990. Video. 3180

One of a series of haircutting videos presented by Jim Jones. Providesdetailed step-by-step procedures on seven models featuring flat-top haircut,natural tapered neckline, razor cut on long hair and a thinning shears curly cuton thick hair. Beard design and trimming are also featured on three models.

LRDC Milady's Art and Science of Nail Technology. Sheila Furjanic and 1070 2150 3140Jacqueline Flynn (editors). Albany, NY: Milady Publishing 2160 3240Co., 1992. 2170 to

2210 3270This resource supports introductory, intermediate and advanced manicuringmodules: The advanced level focuses on manicuring, principles and practicesof nail tipping, nail wrapping, acrylic nail applications and the use of nail gelsand nail art.

I.10/ Cosmetology Studies, CTS(1997) 436


Support Learning Resources(Continued)

Distributor


1 2 3

LRDC Milady's Hair Additions: The Fourth Dimension. Jayne Charlotte. 2010 3020Albany, NY: The Fourth Dimension, Milady Publishing Co., 32301991. 3240

3250This resource provides an overview of the origins, purpose and types of hairused in hair goods. Detailed, step-by-step procedures are provided.

LRDC Milady's Salon Receptionist's Handbook. Judy Ventura. Albany,NY: Milady Publishing Co., 1993.

2210 3280

This resource supports the principle that a salon's receptionist is a keymember of a salon's service team.

LRDC Milady's Standard Textbook of Professional Barber-Styling. 1010 2020 3010Maura T. Scali-Sheahan. Albany, NY: Milady Publishing Co., 1030 to 30301993. to 2110 to

1070 2180 313024 chapters focus on professional image; bacteriology, ster/sani, tools; skin,scalp, hair structure and treatment; facials, shaving, haircutting, hairstyling;mustache and beard design; permanent waving, hair colouring, chemical

2210 3150to

relaxing; nails and manicures; electricity and light therapy; chemistry; 3190anatomy and physiology, marketing, management, licensing laws and jobsearch.

3270

LRDC Milady's Standard Textbook for Professional Estheticians. 1060 2120 3140(7th edition.) Joel Gerson. USA: Milady Publishing Co., 1992. 2130 3150

2140 3160Addresses content in the modules relating to: professional image,bacteriology, history of skin care, cells, anatomy, physiology, disorders of theskin, dermatology, special esthetic procedures, chemistry, nutrition, ingredientand product analysis, client consultation and preparation, massage, facialtreatments, removing unwanted hair, male skin care, enemies of the skin,cosmetic surgery, aromatheraphy, makeup techniques, salon business andproducts knowledge.

22002210

3280

LRDC Milady's Practical Theory Workbook. (Revised.) Linnea 1010 2020 3010Lindquist (editor). Albany, NY: Milady Publishing Co., 1995. to to toWorkbook. 1070 2150 3240

2170 3260This workbook has been written to meet the needs, interests and abilities ofstudents receiving training in cosmetology. This workbook directly followsthe practical information found in the student textbook. Pages to be read andstudied are listed at the beginning of each chapter. It should be used togetherwith Milady's Standard Textbook of Cosmetology (Revised) and Milady's

21802210

32703280

Standard Theory Workbook.

Learning Resource Guide©Alberta Education, Alberta, Canada 437



Distributor


1 2 3

LRDC Milady's Standard Theory Workbook (Revised.) Linnea Lindquist 1010 2020 3010(editor). Albany, NY: Milady Publishing Co., 1995. to to toWorkbook. 1070 2150 3240

2170 3260Questions or worksheets address content in the modules relating toprofessional images, bacteriology, draping, haircutting, styling, permanentwaving, hair colouring, chemical relaxing, soft curl permanent, thermalstraightening, manicuring, pedicuring, nails and its disorders, massage,facials, makeup, skin and its disorders, removing unwanted hair, cells,anatomy, physiology, electrically and light therapy, chemistry and salonbusiness. Correlates with Milady's Standard Textbook of Cosmetology

21802210

to3290

(Revised).

LRDC Milady's Tech Nails, Extensions, Wraps & Nail Art. Tammy 2150 3190Bigan. Albany, NY: Milady Publishing Co., 1992. 2160 3240

2170 toThis resource is best suited to the advanced level modules. Key topicsinclude nail tipping, nail wraps, acrylic and sculpted nail techniques, patchesand other nail repair techniques.

2210 3270

LRDC Planning Your Cosmetology Career. Mary Murphy-Martin. 1010 3010Englewood Cliffs, NJ: Prentice-Hall Inc., 1994.

A career planning workbook oriented to the cosmetology industry includesinformation of the job search process and self-assessment worksheets.

LRDC Practical Make-Up. L. Meredith. Milady Publishing. NP Group, 1060 2120 31401994. 2130 3150

2140 3160This resources provides a broad introduction to make-up, tools, techniquesand styles and provides explanation of application techniques supported byfully coloured illustrations and questions at the end of each chapter.

Note: Teachers prior to using this resource are encouraged to review thereferences to race/ethnicity. Ensure that this resource would be appropriatefor use with all students in the class.

LRDC SalonOvations' Day Spa Techniques. E. Miller. Milady 3140Publishing. NP Group, 1996. 3160

This resource provides a detailed examination of services that may beprovided to clients by trained estheticians. The history of spa treatments ispresented, together with details about various services and treatments thatmay be provided. When being performed by students, treatments and servicesdescribed should be supervised by a professional esthetician.




Distributor


1 2 3

LRDC Salon Ovations' Guide to Aromatherapy. Milady Publishing. NP 3140Group, 1996. 3160

This resource provides the teacher of Cosmetology and students a backgroundto use of spas and the historical and contemporary use of water treatments. Inaddition, a broad range of other body treatments including massage areexplained.

Note: The preface includes a religious reference which is a personal belief ofthe author and representative of only one viewpoint.

LRDC Stage Makeup. (8th edition.) Richard Corson. Englewood Cliffs, 1080 2190 3010NJ: Prentice-Hall Inc., 1990. 2200 3240

toProvides a broad perspective on the history, theory and practice of theatricalmakeup. Key themes include basic principles, planning and applyingtheatrical makeup and the construction and application of hair goods andprostheses.

3270

LRDC Styling Competition: A Guide to Winning Technique. Emma Ayala. 3020Bronx, NY: Milady Publishing Co., 1992.

Topics relate to intermediate and advanced level modules on forming andfinishing, design process, competition work, styling, judging, face and bodypainting.

LRDC Talk Hair Talk. The Altschul Group. Scarborough, ON: Omega 1010 3010Films, 1989.

This 27-minute video presents a wide variety of people explaining thesignificance of their hair styles and the attitudes and beliefs that they havetowards hair.

Note: This resource may be useful for introducing grooming from a culturalperspective.

Learning Resource Guide©Alberta Education, Alberta, Canada 139 CTS, Cosmetology Studies /1.13

(1997)

TEACHING RESOURCES

The following teaching resources are authorized by Alberta Education to assist teachers in theinstructional process.

Distributor


1 2 3

LRDC Body Therapy and Facial Work. M. Rosser. Pippin Publishing 1060 2120 3140Ltd., 1994. 2130 to

2140 3180Provides a comprehensive approach to skin and body care in general and to 2200 3260facial care and treatment in particular. The text includes information relatingto body and skin care in the areas of chemistry, physical, biology, hygiene andthe application of this knowledge in practical business-orientated contexts.

2210 3270

LRDC Milady's Standard Practical Answers to Workbook. (Revised.)Linnea Lindquist. Albany, NY: Milady Publishing, 1995.Teacher's Edition.

See Support Learning Resources for annotation and module correlation.

LRDC Milady's Standard Theory Answers to Workbook (Revised.)Linnea Lindquist. Albany, NY: Milady Publishing, 1995.Teacher's Edition.

See Support Learning Resources for annotation and module correlation.

LRDC Milady's State Exam Review for Cosmetology. Linnea Lindquist. all all allAlbany, NY: Milady Publishing, 1995.

This resource provides a comprehensive set of multiple choice questions tosupport chapters contained in the Milady Standard Textbook of Cosmetology.

1.14/ Cosmetology Studies, CTS 449 Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada

COSMETOLOGY STUDIES RESOURCESTHEME CODE:A. Images & PracticesB. Hair & Scalp CareC. HaircuttingD. Chemical Services: Permanent WavingE. Chemical Services: Haircolouring

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4 4 3BEST COPY AVAILABLE

ADDITIONAL SOURCES

Available to Career and Technology Studies(CTS) teachers, locally and provincially, are manysources of information that can be used to enhanceCTS. These sources are available through thecommunity (e.g., libraries, boards, committees,clubs, associations) and through governmentagencies, resource centres and organizations.Some sources, e.g., government departments,undergo frequent name and/or telephone numberchanges. Please consult your telephone directoryor an appropriate government directory.

The following is a partial list of sources toconsider:

TEACHERLIBRARIANS

Planned and purposeful use of library resourceshelps students grow in their ability to gather,process and share information. Research activitiesrequire access to an adequate quantity and varietyof appropriate, up-to-date print and nonprintresources from the school library, other libraries,the community and additional sources. Sometechniques to consider are:

planning togetherestablishing specific objectivesintegrating research skills into planning.

Cooperation between the teacherlibrarian and thesubject area teacher in the development ofeffectively planned resource-based researchactivities ensures that students are taught theresearch skills as well as the subject content. Alsosee Focus on Research: A Guide to DevelopingStudent's Research Skills referenced in theAlberta Education resources section.

Learning Resource Guide

ALBERTA EDUCATION SOURCES

Alberta Government telephone numbers can bereached toll free from outside Edmonton bydialing 310-0000.

The following monographs are available forpurchase from the Learning ResourcesDistributing Centre. Refer to the DistributorDirectory at the end of this section for address,telephone, fax and Internet address.

Please consult the "Support Documents" sectionor the "Legal, Service and InformationPublications" section in the LRDC Buyers Guidefor ordering information and costs.

Developmental Framework Documents

The Emerging Student: Relationships Amongthe Cognitive, Social and Physical Domains ofDevelopment, 1991 (Stock No. 161555)

This document examines the child, or student,as a productive learner, integrating all thedomains of development: cognitive, social andphysical. It emphasizes the need for providingbalanced curriculum and instruction.

Students' Interactions DevelopmentalFramework: The Social Sphere, 1988 (StockNo. 161399)

This document examines children'sperceptual, structural and motor developmentand how such physical development affectscertain learning processes.

444CTS, Cosmetology Studies /1.19

©Alberta Education, Alberta, Canada (1997)

Students' Physical Growth: DevelopmentalFramework Physical Dimension, 1988 (StockNo. 161414)

This document examines children's normalphysical growth in three areas: perceptual,structural and motor development. In none ofthese areas is the child's growth in a singlecontinuous curve throughout the first twodecades of life. Physical growth ischaracterized by periods of rapid growth andperiods of slower growth. Consequently,differences and changes in growth patternsmay affect the timing of certain learningprocesses.

Other

Focus on Research: A Guide to DevelopingStudents' Research Skills, 1990 (StockNo. 161802)

This document outlines a resource-basedresearch model that helps students manageinformation effectively and efficiently, andgain skills that are transferable to school andwork situations. This model provides adevelopmental approach to teaching studentshow to do research.

Teaching Thinking: Enhancing Learning,1990 (Stock No. 161521)

Principles and guidelines for cultivatingthinking, ECS to Grade 12, have beendeveloped in this resource. It offers adefinition of thinking, describes nine basicprinciples on which the suggested practicesare based, and discusses possible proceduresfor implementation in schools and classrooms.

ACCESS: The Education Station

ACCESS: The Education Station offers a varietyof resources and services to teachers. For anominal dubbing and tape fee, teachers may haveACCESS: The Education Station audio and videolibrary tapes copied. ACCESS: The EducationStation publishes listings of audio and videocassettes as well as a comprehensive programmingschedule.

1.20/ Cosmetology Studies, CTS

Of particular interest are the CTS videos, whichare available with utilization guides. The guidesoutline key points in each video and suggestquestions for discussion, classroom projects andother activities. Video topics are listed in theSupport Learning Resources section of this guide.The videos and accompanying support materialcan be obtained from ACCESS: The EducationStation. Refer to the Distributor Directory at theend of this section for address, telephone, fax andInternet address.

GOVERNMENT SOURCES

National Film Board of Canada (NFB)

The NFB has numerous films and videotapes thatmay be suitable for Career and TechnologyStudies strands. For a list of NFB films andvideotapes indexed by title, subject and director,or for purchase of NFB films and videotapes, call1-800-267-7710 (toll free) or Internet address:http://www.nfb.ca

ACCESS: The Education Station and someschool boards have acquired duplication rights tosome NFB videotapes. Please contact ACCESS:The Education Station or consult the relevantcatalogues in your school or school district.

The Edmonton Public Library and the CalgaryPublic Library have a selection of NFB films andvideotapes that can be borrowed free of chargewith a Public Library borrower's card. For furtherinformation, contact:

Edmonton Public LibraryTelephone: 403-496-7000Calgary Public LibraryTelephone: 403-260-2650For further information contact:

Statistics CanadaRegional Office8th Floor, Park Square10001 Bellamy HillEdmonton, AB T5J 3B6Telephone: 403-495-3027Fax: 403-495-5318Internet address: http://www.statcan.ca

Statistics Canada produces periodicals, reports,and an annual year book.

445 Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada

Resource Centres

Urban Resource Centres

Instructional ServicesElk Island Public Schools2001 Sherwood DriveSherwood Park, AB T8A 3W7Telephone: 403-464-8235Fax: 403-464-8033Internet Address: http://ei.educ.ab.ca

Learning Resources CentreRed Deer Public School Board4747 53 StreetRed Deer, AB T4N 2E6Telephone: 403-343-8896Fax: 403-347-8190

Instructional Materials CentreCalgary Separate School Board6220 Lakeview Drive SWCalgary, AB T3E 5T1Telephone: 403-298-1679Fax: 403-249-3054

School, Student, Parent Services UnitProgram and Professional Support ServicesSub UnitCalgary Board of Education3610 9 Street SECalgary, AB T2G 3C5Telephone: 403-294-8542Fax: 403-287-9739

After July 1, 1997, please contact the School,Student, Parent Services Unit regarding therelocation of the Loan Pool Resource Unit.

Learning ResourcesEdmonton Public School BoardCentre for EducationOne Kingsway AvenueEdmonton, AB T5H 4G9Telephone: 403-429-8387Fax: 403-429-0625

Learning Resource Guide

Instructional Materials CentreMedicine Hat School District No. 76601 1 Avenue SWMedicine Hat, AB T 1 A 4Y7Telephone: 403-528-6719Fax: 403-529-5339

Resource CentreEdmonton Catholic SchoolsSt. Anthony's Teacher Centre10425 84 AvenueEdmonton, AB T6E 2H3Telephone: 403-439-7356Fax: 403-433-0181

Instructional Media CentreNorthern Lights School Division No. 69Bonnyville Centralized High School4908 49 AvenueBonnyville, AB T9N 2J7Telephone: 403-826-3366Fax: 403-826-2959

Regional Resource Centres

Zone 1

Zone One Regional Resource CentreP.O. Box 653610020 101 StreetPeace River, AB T8S 1S3Telephone: 403-624-3187Fax: 403-624-5941

Zone 2/3

Central Alberta Media Services (CAMS)182 Sioux RoadSherwood Park, AB T8A 3X5Telephone: 403-464-5540Fax: 403-449-5326

Zone 4

Information and Development ServicesParkland Regional Library5404 56 AvenueLacombe, AB T4L 1G1Telephone: 403-782-3850Fax: 403-782-4650Internet Address: http://rtt.ab.castt/prl/prl.htm

CTS, Cosmetology Studies /1.21©Alberta Education, Alberta, Canada (1997)

446

Zone 5

South Central Alberta Resource Centre (SCARC)Golden Hills Regional Division435A Hwy 1Westmount SchoolStrathmore, AB TOJ 3H0Telephone: 403-934-5028Fax: 403-934-5125

Zone 6

Southern Alberta Learning Resource Centre(SALRC)Provincial Government Administration Building909 Third Avenue North, Room No. 120Box 845Lethbridge, AB T1J 3Z8Telephone: 403-320-7807Fax: 403-320-7817

BOOKSTORES/TRADE SHOWS

A range of cosmetology-related magazines andother publications are usually available throughlocal bookstores. Trade shows also provideopportunities to review and purchase publicationsdepicting national and international trends andtechniques in cosmetology related areas.

4 4.71.22/ Cosmetology Studies, CTS Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada

DISTRIBUTOR DIRECTORY

The entries in the Distributor Directory are arranged alphabetically by code.

CODE Distributor/Address Contact Via

ACC ACCESS: The Education Station3270 76 AvenueEdmonton, AB T6B 2N9

403-440-7777Fax: 403-440-88991-800-352-8293http://www.ccinetab.ca/access

LRDC Learning Resources Distributing Centre12360 142 StreetEdmonton, AB T5L 4X9

403-427-5775Fax: 403-422-9750http://ednet.edc.gov.ab.cafirdc

448Learning Resource Guide CTS, Cosmetology Studies /1.23©Alberta Education, Alberta, Canada (1997)

COSMETOLOGY STUDIESSECTION J: SAMPLE STUDENT LEARNING GUIDES

The following pages provide background information, strategies and a template fordeveloping student learning guides. Also included at the end of this section are severalsample student learning guides for Financial Management.

A student learning guide provides information and direction to help studentsattain the expectations defined in a specified CTS module. It is designed to beused by students under the direction of a teacher.

Many excellent student learning guides (SLGs) are available for use and/or are inthe process of being developed. While Alberta Education provides adevelopment template accompanied by some samples, most student learningguide development is being done by individuals and organizations across theprovince (e.g., school jurisdictions, specialist councils, post-secondaryorganizations). Refer to the Career & Technology Studies Manual forAdministrators, Counsellors and Teachers (Appendix 11) for further informationregarding student learning guide developers and sources.

Note: A student learning guide is not a self-contained learning package (e.g.,Distance Learning Module), such as you might receive from the Alberta DistanceLearning Centre (ADLC) or Distance Learning Options South (DLOS).

TABLE OF CONTENTS

BACKGROUND INFORMATION J.3

Components of a Student Learning Guide J.3Strategies for Developing Student Learning Guides J.4

SAMPLE STUDENT LEARNING GUIDE TEMPLATE J.5

SAMPLE STUDENT LEARNING GUIDES

COS1010 Personal Images J.11COS2040 Haircutting 1 J.17COS3170 Male Facial Grooming 1 J.23

Sample Student Learning Guides©Alberta Education, Alberta, Canada

449CTS, Cosmetology Studies /J.1

(1997)

BACKGROUND INFORMATION 1.

A Student Learning Guide (SLG) is a presentationof information and direction that will helpstudents attain the expectations defined in aspecified CTS module. It is designed to be usedby students under the direction of a teacher. ASLG is not a self-contained learning package suchas you might receive from the Alberta DistanceLearning Centre (ADLC) or Distance LearningOptions South (DLOS).

Each SLG is based on curriculum and assessmentstandards as defined for a particular CTS module.Curriculum and assessment standards are definedin this document through:

module and specific learner expectations(Sections D, E and F)assessment criteria and conditions (SectionsD, E and F)assessment tools (Section G).

The SLG is written with the student in mind andmakes sense to the student in the context of his orher CTS program. SLGs are designed to guidestudents through modules under the direction ofthe teacher. They can be used to guide:

an entire classa small groups of studentsindividual students.

In some instances, the Student Learning Guidemay also be used as teacher lesson plans. Whenusing SLGs as teacher lesson plans, it should benoted that they tend to be:

learner-centred (versus teacher-directed)activity-based (versus lecture-based)resource-based (versus textbook-based).

Components of a Student Learning Guide

The student learning guide format, as developedby Alberta Education, typically has sevencomponents as described below.

Sample Student Learning Guides

Why Take This Module?

This section provides a brief rationale for thework the student will do, and also establishesa context for learning (i.e., in relation to thestrand, a life pursuit, a specific industry, etc.).

2. What Do You Need To Know Before YouStart?

In this section, prerequisite knowledge, skillsand attitudes considered necessary for successin the module are identified. Prerequisitesmay include other modules from within thestrand or from related CTS strands, as well asgeneric knowledge and skills (e.g., safetycompetencies, the ability tomeasure/write/draw, prior knowledge of basicinformation relevant to the area of study).

3. What Will You Know And Be Able To DoWhen You Finish?

This information must parallel and reflect thecurriculum and assessment standards asdefined for the module. You may find itdesirable to rewrite these standards in lessformal language for student use.

4. When Should Your Work Be Done?

This section provides a timeline that willguide the student in planning their work. Thetimeline will need to reflect your program andbe specific to the assignments you give yourstudents. You may wish to include a timemanagement chart, a list of all assignments tobe completed, and instructions to the studentregarding the use of a daily planner (i.e.,agenda book) to organize their work.

5. How Will Your Mark For This Module BeDetermined?

This section will interpret the assessmentcriteria and conditions, assessment standards,assessment tools and suggested emphasis asdefined for the module within the context ofthe projects/tasks completed. Acceptedgrading practices will then be used todetermine a percentage grade for themodulea mark not less than 50% forsuccessful completion. (Note: A module is

CTS, Cosmetology Studies /J.3©Alberta Education, Alberta, Canada (1997)

450

"successfully completed" when the studentcan demonstrate ALL of the exit-levelcompetencies or MLEs defined for themodule.)

6. Which Resources May You Use?

Resources considered appropriate forcompleting the module and learning activitiesare identified in this section of the guide. Theresources may be available through theLearning Resources Distributing Centre(LRDC) and/or through other agencies. SomeSLGs may reference a single resource, whileothers may reference a range of resources.Resources may include those identified in theLearning Resource Guide (Section I) as wellas other sources of information consideredappropriate.

7. Activities/Worksheets

This section provides student-centred andactivity-based projects and assignments thatsupport the module learner expectations.When appropriately aligned with curriculumand assessment standards, successfulcompletion of the projects and assignmentswill also indicate successful completion of themodule.

Strategies for Developing Student LearningGuides

Prior to commencing the development of a studentlearning guide, teachers are advised to obtain:

the relevant Guide to Standards andImplementationthe student learning guide template.

Information communicated to the student in theSLG must parallel and reflect the curriculum andassessment standards as defined for the module.Therefore, critical elements of the Guide toStandards and Implementation that need to beaddressed throughout the SLG include:

module and specific learner expectationsassessment criteria and conditionsassessment standardsassessment tools.

J.4/ Cosmetology Studies, CTS(1997)

Additional ideas and activities will need to beincorporated into the student learning guide.These can be obtained by:

reflecting on projects and assignments youhave used in delivering programs in the pastidentifying human and physical resourcesavailable within the school and communitynetworking and exchanging ideas (includingSLGs) with other teachersreviewing the range of resources (e.g., print,media, software) identified in the LearningResource Guide (Section I) for a particularmodule/strand.

Copyright law must also be adhered to whenpreparing a SLG. Further information andguidelines regarding copyright law can beobtained by referring to the:

Copyright ActCopyright and the Can Copy Agreement.

A final task in developing a student learning guideinvolves validating the level of difficulty/challenge/rigour established, and makingadjustments as considered appropriate.

A template for developing student learning guides,also available on the Internet, is provided in thissection (see "Student Learning Guide Template,"pages J.5-10). Several sample student learningguides are also provided in this section (see"Sample Student Learning Guides," starting onpage J.11.

45iSample Student Learning Guides


SAMPLE STUDENT LEARNING GUIDE

TEMPLATE

Sample Student Learning Guides CTS, Cosmetology Studies /J.5©Alberta Education, Alberta, Canada 452 (1997)

TAKE THIS MODULE?

DO YOU NEED TO KNOWBEFORE YOU START?

Sample Student Learning Guides453

CTS, Cosmetology Studies /J.7©Alberta Education, Alberta, Canada (1997)

.e) WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?

SHOULD YOUR WORK BE DONE?


454Sample Student Learning Guides

()Alberta Education, Alberta, Canada

" II WILL YOUR MARK FOR THISMODULE BE DETERMINED?

U RESOURCES MAY YOU USE?

Sample Student Learning Guides©Alberta Education, Alberta, Canada 455 CTS, Cosmetology Studies /J.9

(1997)


COSI 010 Personal Images

Sample Student Learning Guides 457 CTS, Cosmetology Studies /J.11©Alberta Education, Alberta, Canada (1997)

COSMETOLOGY STUDIESPERSONAL IMAGES (COS101)

TAKE THIS MODULE?

A first impression is always a correct impression if there is noopportunity for a second impression. The impact of firstimpressions in a highly competitive society can affect your future.The image you have of yourself and the image you project toothers is created by several factors including your personalgrooming, personality, clothing and communications skills.


You should recognize the importance of personal grooming in variouslife situations.

*Thanks are extended to Audrey Gargus for developing the initial draft of this Student Learning Guide.



COSMETOLOGY STUDIES

COS1010 Personal Images

- WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?

Upon completion of this module you will be able to:

appreciate that one's appearance is a mode of communicationwith others

describe the relationship between a well-groomed appearanceand a positive self-concept and develop a personal groomingplan

identify, compare, apply and assess personal groomingpractices and products that contribute to healthfulness

demonstrate basic competencies.


Your teacher will give you a timeline for completing tasks andassignments within this module.

You may also wish to use a time-management planning chart to preplan thework that needs to be done in this module. Plan how you will use yourclass time as well as extra time needed to complete the assignments in thismodule.

Sample Student Learning Guides CTS, Cosmetology Studies /J.13©Alberta Education, Alberta, Canada 4 59 (1997)

COSMETOLOGY STUDIES


WILL YOUR MARK FOR THISMODULE BE DETERMINED?

PERCENTAGE

You must first demonstrate all of the competenciesrequired for this module.

When you have done this, your percentage mark forthe module will be determined as follows:

Discussions/Presentations 10 15%Theory of Grooming 20 30%

Practical Grooming: 60 70%

hair carenail carebody care

RESOURCES MAY YOU USE?

Milady's Standard Textbook of Cosmetology

The Professional Cosmetologist

Equipment and Materials:

Skin mirrortowels and faceclothcleansing cosmetics (lotions, gels, soaps, grains)toning cosmetics (toners, astringents)nourishing cosmetics (moisturizers, masks)protective cosmetics (makeup, sunscreens)application instruments.

Nails and Feet manicure supplies (nail file, orangewood stick, cuticlescissors/clippers, nail cosmetics, finger bowl, lotionor cream).

Hair sinks, mirror, towelcombs, brushesSaran, blow-dryer, curling ironshampoo, conditions.


4430 Sample Student Learning Guides©Alberta Education, Alberta, Canada

COSMETOLOGY STUDIES


Posture and Fitness full-length mirror, chairsmasking tape, calipers, meter sticksfitness charts, weight charts (BMI, pinch test,etc.).

line and colour chartscolour draping samplestexture samples.

1. Discuss why a positive self-image and the image one portrays to others are important.

2. List personal grooming practices required and then analyze your own personal grooming.

3. Indicate your understanding of how communication takes place and demonstrate good communication skills.

4. List personal grooming products and appliances, and demonstrate their safe use.

5. Describe and demonstrate, where appropriate, the use of grooming techniques including:a. body careb. skin carec. nails and foot cared. posture (standing, sitting, walking, getting into and out of vehicles, walking up and down stairs)e. hair care.

6. Analyze body types and describe clothing choices that may enhance self-image.

7. Describe how good health, nutrition and fitness relate to a positive self-image and then analyze your own.

Sample Student Learning Guides CTS, Cosmetology Studies /J.15461©Alberta Education, Alberta, Canada (1997)

COSMETOLOGY STUDIES

COS2040 Haircutting 1*

TAKE THIS MODULE?

Professional haircutting depends on the cosmetologist's ability to:

analyze and interpret clients' needs

professionally handle the haircutting and thinning tools

read, interpret and follow a cutting pattern.


Prerequisite: COS2030: Forming & Finishing 2

In addition, you should be able to:demonstrate an appreciation for the significance of personalgroominganalyze the structure and condition of hair and scalpselect and use appropriate hair cleansing and conditioning productsanalyze head, facial shape and facial features to determine suitablehairstylesuse a variety of equipment, tools and supplies in the forming andfinishing of hairstyles.

*Thanks are extended to Joyce Bell for developing the initial draft of this Student Learning Guide.

J.18/ Cosmetology Studies, CTS Sample Student Learning Guides(1997)

4P`3©Alberta Education, Alberta, Canada

COSMETOLOGY STUDIES

COS2040 Haircutting 1

s, WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?

T Trnn onrnnletinn of this module vnu will he ahle tn:

define and describe terms related to professional haircutting andexplain why professional haircutting is the foundation for hairstyling,other hair services and a feature of personal grooming

describe and demonstrate safe handling of haircutting andhairthinning tools

interpret and follow cutting patterns to:sectioncutfollow guidelinessection and cut hair to predetermined shapes, lengths and styles






464 CTS, Cosmetology Studies /J.19(1997)

COSMETOLOGY STUDIES



PERCENTAGE



Tests 10 20%Practice

Sectioning 5 10%

Blocking/angling 15 20%

Cutting 30 40%

Checking 10 15%




Hairdressing for Men and Women

Equipment, Tools and Supplies

WorkstationShampoo station with shampoos and conditionersTowelsNeck stripShampoo cape/hair cutting capeCombs, brushesScissors, thinning shearsSanitizer (wet and/or dry).


4 8 5 Sample Student Learning Guides©Alberta Education, Alberta, Canada

COSMETOLOGY STUDIES


Basic Procedure for a Haircut

1. Prepare work area.2. Wash hands.3. Seat client comfortably and adjust chair height as comfortable for operator.4. Drape client.5. Following consultation as to client's needs and requests, determine type of cut to be done on client and

determine appropriate haircutting techniques to be used.6. Brush the hair thoroughly.7. Assist client to shampoo area and seat client. Adjust drape to protect client.8. Professionally shampoo and condition the hair in preparation for the haircutting services.9. Return client to station and re-check drape to be sure drape is dry and positioned properly for haircutting.10. Section hair for chosen haircut.11. Request assistance from instructor in the establishing of guidelines and haircutting techniques to be used on

client.12. Following directions from instructor, complete the cut using proper haircutting techniques.13. Check the haircut for shape, balance, even and blended strands.14. Ask instructor to "re-check" cut and to be given constructive directions.15. Ask client if he or she is satisfied with the length, shape and balance of the cut.16. Following your evaluation of the cut, style and form the hair into a finished project.

Sample Student Learning Guides©Alberta Education, Alberta, Canada X86 CTS, Cosmetology Studies /J.21

(1997)

;

I'

r


COS3170 Male Facial Grooming 1

Sample Student Learning Guides©Alberta Education, Alberta, Canada 46 CTS, Cosmetology Studies /J.23

(1997)

I

COS3170 Male Facial Grooming 1*

TAKE THIS MODULE?

Cosmetology offers a wide range of career opportunities. Onefacet of this exciting career is male facial grooming. Whetheryou intend to specialize in one segment of the market, or offer awide range of services, it is vital that the cosmetologist strive tomeet all their customers' needs. Therefore, if you intend toserve male clients, offering male facial grooming is sure toattract new clients and increase your earning potential.


Prerequisite: COS1060: Skin Care and COS2040: Haircutting 1

In addition, you should be able to:

appreciate the significance of personal grooming and demonstrateproper personal grooming practicesdescribe the various sectors of the cosmetology industry and theirtrends, career opportunities, ethics and necessary qualificationanalyze skin and perform basic skin care practices.

COS1010: Personal Images and COS3010: Professional Practices willalso provide helpful background knowledge.

* Thanks are extended to Bonnie Fisher for developing the initial draft of this Student Learning Guide.

J.24/ Cosmetology Studies, CTS Sample Student Learning Guides(1997) ©Alberta Education, Alberta, Canada

4P9

COSMETOLOGY STUDIES


r----- WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?

Upon completion of this module you will be able to:

identify and describe the history, purpose and principles ofshaving, and the shaping, trimming and waxing of male facialhair

demonstrate the safe and sanitary handling of implements andtechnology for male facial grooming and male facialgrooming procedures


j \\._, SHOULD YOUR WORK BE DONE?




CTS, Cosmetology Studies /J.25(1997)

COSMETOLOGY STUDIES



The assessment for this course will consist of a practical evaluation emphasizing research and performance.

PERCENTAGE



Written/Oral Report 20-40%Practical Work

shaving techniques 20-30%

beard/moustache shaping 20-30%

moustache waxing 10-20%



Art and Science of Professional Makeup

Milady's Standard Textbook of Professional Barber Styling


Hairdressing for Men and Women


47!3 Sample Student Learning Guides©Alberta Education, Alberta, Canada

COSMETOLOGY STUDIES


1. Trend in We Fniql nroorning:a. Identify and describe historical changes in grooming procedures and technology.b. Identify and describe current male facial grooming practices.

2. Sideburns, Moustaches and Beards:a. Describe alternate designs for grooming male facial hair.b. Describe how facial shapes, structures and features relate to choice of a design for male facial

grooming.c. Describe safe and sanitary procedures available to wax and colour facial hair.

3. Grooming Practices:a. Identify, describe and demonstrate the safe and sanitary use of male facial grooming implements and

products.b. Perform a facial shave adhering to current health and safety regulations concerning the handling of

human tissues.

Note: Shaving techniques may be demonstrated on a mannequin or on an inflated balloon.

c. Describe and demonstrate the use of styptics to stop bleeding of minor cuts.d. Demonstrate methods to shape and trim sideburns, moustaches and beards to create alternative designs

suited to individual facial shapes and features.

4. For each activity:a. follow safe and sanitary practices and procedures.b. demonstrate first aid for minor cuts.c. maintain a clean and safe work area.d. sanitize implements after each use.e. discard all waste materials.

Sample Student Learning Guides 71 CTS, Cosmetology Studies /J.27©Alberta Education, Alberta, Canada (1997)

COSMETOLOGY STUDIES


GENERAL PROCEDURES

Facial Shave

1. Prepare work area.2. Wash hands.3. Seat "client" comfortably in the chair.4. Adjust chair and head rest.5. Drape "client" with cape

ask "client" to loosen collarlay a towel flat and low around the neck arealay a towel diagonally across the "client's" chesttuck the left corner of the towel along the right side of the neck and the other corner along the left sideof the neck.

6. Prepare the face for shavinglatheringsteaming.

7. Following the direction of the instructor, perform a facial shave.8. Shave a second time to remove any rough or unshaven spots (against the grain for a close shave).9. Apply face cream.10. Steam with a hot towel.11. Apply finishing lotion.12. Thoroughly dry the face.13. Apply talcum.14. Raise chair to sitting position.15. Shave neckline if necessary.16. Ask instructor to check the shave.17. Ask the "client" if he is satisfied with the shave.

Sideburns, Mustaches and Beards

1. Prepare work area.2. Wash hands.3. Seat the "client" comfortably and adjust chair height.4. Drape "client."5. Consult with "client" as to his needs and wants.6. Using the head rest, recline the "client."7. Following the direction of the instructor, perform the required service using the proper implements and

techniques.8. Check for balance, unevenness and shape.9. Ask instructor to check the service.10. Ask the "client" if he is satisfied with the service.


472 Sample Student Learning Guides©Alberta Education, Alberta, Canada

K. ACKNOWLEDGEMENTS

The Cosmetology strand was developed through the cooperative effort of people from schools, post-secondary institutions, professional associations, business, industry, labour, and departments and agenciesof the Government of Alberta. Alberta Education would like to extend sincere appreciation to the followingindividuals and groups.

":..rccr nd Techg St-d aa o:oy ades Ady;son y nfuniiiee

Dawn ArnoldMike BlackwellSusan deWijkMaryanne Doherty-PoirierLynne DuigouDarwin EckstromBarry EdgarHarold HayterGeorge HildebrandtGerry HuntKenneth JacknickeGraham JohnstonBrenda Kent-PackerBev KlemenKevin KnibbsArnold Krause

Len LudersEva-Jane LundgardGordon MurrayJeannette PawliukSam PerverseffConnie PetersDarren ReederRick RomanBarry StangelandGordon WelchGordon Worobec

Cosmetology Studies Focus Group

Glen FarwellCarol GendreauMarcy HettAnn HodgsonVicky LeeRuth ReimerDonna RobbinsJackie Sutton

Tofield SchoolWetaskiwin Composite High SchoolLester B. Pearson Senior High School, CalgaryUniversity of Alberta, EdmontonSt. Francis of Assisi School, EdmontonPeace Wapiti Regional Division No. 33Grande Prairie Composite High SchoolNorthern Alberta Institute of Technology, EdmontonSchool System RepresentativeEastglen Composite High School, EdmontonPost-secondary Education RepresentativePost-secondary Education RepresentativeClarence Sansom Junior High School, CalgaryW. R. Myers High School, TaberCalgary School District No. 19Department of Education, Culture and Employment, Government

of North West TerritoriesRed Deer School District No. 104Edwin Parr Composite Community School, AthabascaBellerose Composite High School, St. AlbertEdmonton School District No. 7Alberta Teachers' Association RepresentativeSchool System RepresentativeBusiness/Industry RepresentativeBusiness/Industry RepresentativeSchool System RepresentativeCASS RepresentativeAlberta Teachers' Association Representative

Alberta Advanced Education and Career DevelopmentGendreau Beauty Salon, Fort McMurrayMarvel Trade & Business College, EdmontonFoothills Composite High School, OkotoksJack James High School, CalgaryEst-elle Academy of Hair Design, EdmontonDelmar College of Hair Design, CalgaryJackie's Make-up Service, Edmonton

Acknowledgements CTS, Cosmetology Studies /K.1©Alberta Education, Alberta, Canada (1997)

47

Development Task Force

Glenda Anderson-ThompsonMichael ByrneShirley Jo lyIrene Burns-Riggan

Field Review (1993-1994)

Cheryle AffolderJoyce BellSimone BoschBobbi CraigRita DaleyRose FrankAudrey GargusLaura GervaisVicky LeeSandra MacDonaldMarilyn McPhailUlana SoletskyLois Taylor

Assessment Panel (1995-1996)

Joan ClementRita DaleyGeri ElchukBernadette McGowanIrene Burns-RigganNorm Wilson

Task Force II (1996-1997)

Joan ClementRita DaleyGeri ElchukBernadette McGowanIrene RigganNorm Wilson

Lindsay Thurber High School, Red DeerSturgeon Composite High School, NamaoSt. Joseph Composite High School, EdmontonOnoway Junior-Senior High School

Lacombe Composite High SchoolDrumheller Composite High SchoolSt. Paul Regional SchoolSchool System RepresentativeFrank Maddock High School, Drayton ValleySalisbury Composite High School, Sherwood ParkAndrew SchoolEcole J. E. Lapointe School, BeaumontJack James High School, CalgarySchool System RepresentativeLord Beaverbrook High School, CalgarySchool System RepresentativeMedicine Hat High School

School System RepresentativeFrank Maddack High School, Drayton ValleyHarry Ain lay High School, EdmontonBishop Grandin High School, CalgaryMayerthorpe Jr/Sr High SchoolMedicine Hat High School

School System RepresentativeFrank Maddack High School, Drayton ValleyHarry Ain lay High School, EdmontonBishop Grandin High School, CalgaryMayerthorpe Jr/Sr High SchoolMedicine Hat High School

Alberta Education, Curriculum Standards Branch

Lloyd SymyrozumA. A. (Scotty) DayKeith Wagner

Director, Curriculum Standards Branch (Retired)Assistant Director, Curriculum Standards Branch (Retired)Director, Curriculum Standards Branch

K.2/ Cosmetology Studies, CTS Acknowledgements4 74(1997) ©Alberta Education, Alberta, Canada

Alberta Education, Curriculum Standards Branch

Susan LynchSharon PratherMichael Alpern

Assistant Director, Curriculum Standards BranchProgram Manager, Career and Technology StudiesProgram Manager, Integrated Occupational Program, and Program

Consultant, Cosmetology Studies, Career and Technology Studies

Document publication and administration

Jennifer AnnesleyKim BlevinsLila BorhotLisa BucklandLorraine CrawfordMaria CrudoChristopher EwanchukNancy Foulds

Lin HallettDianne HohnsteinCori MayJoanne MediskyPauline TaylorCatherine WhiteMarcie Whitecotton-CarrollEsther Yong

475Acknowledgements CTS, Cosmetology Studies /K.3©Alberta Education, Alberta, Canada (1997)

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