475p. · r. e. a career encompasses more than activities just. related to a person's job or...
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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
Curriculum Standards Branch
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:
generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action
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
Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:
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
nCl
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
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /D.5(1997)
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
3 2 CTS, Cosmetology Studies /D.7
BEST COPY AVAILABLE
(1997)
MODULE COS1020: HAIR GRAPHICS 1 (continued)
Concept Specific Learner Expectations Notes
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)
Introductory©Alberta Education, Alberta, Canada
MODULE COS1030: HAIR & SCALP CARE 1
Level: Introductory
Theme: Hair and Scalp Care
Prerequisite: COS1010 Personal Images
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
34CTS, Cosmetology Studies /D.9
(1997)
MODULE COS1030: HAIR & SCALP CARE 1 (continued)
Concept Specific Learner Expectations Notes
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
Concept Specific Learner Expectations Notes
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.
Introductory©Alberta Education, Alberta, Canada
36CTS, Cosmetology Studies /D.11
(1997)
MODULE COS1030: HAIR & SCALP CARE 1 (continued)
Concept Specific Learner Expectations Notes
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.
maintain a clean, safe work area
sanitize and return equipment and materials toproper storage/laundry areas after use.
37
D.12/ Cosmetology Studies, CTS Introductory(1997) ©Alberta Education, Alberta, Canada
MODULE COS1040: FORMING & FINISHING 1
Level: Introductory
Theme: Hair and Scalp Care
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.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
BEST COPY AVAILABLE
Introductory©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /D.13(1997)
MODULE COS1040: FORMING & FINISHING 1 (continued)
Concept Specific Learner Expectations Notes
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
Introductory©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Introductory©Alberta Education, Alberta, Canada
4 0 CTS, Cosmetology Studies /1).15(1997)
MODULE COS1040: FORMING & FINISHING 1 (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow safe and sanitary practiceswhen using finishing implements and materials
protect client and client's property whileproviding services
maintain a clean, safe work area
sanitize and return implements and materials toproper storage areas after use.
Review local andprovincial health andsafety regulations.
41
D.16/ Cosmetology Studies, CTS Introductory(1997) ©Alberta Education, Alberta, Canada
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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 4 2
CTS, Cosmetology Studies /D.17(1997)
BEST COPY AVAILABLE
MODULE COS1050: PERMANENT WAVING 1 (THE PHYSICAL PROCESS) (continued)
Concept Specific Learner Expectations Notes
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
D.18/ Cosmetology Studies, CTS(1997) 43
Introductory©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow the safe and sanitary practiceswhen using permanent waving materials
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of all waste materials in anenvironmentally safe manner.
Review local andprovincial health andsafety regulations.
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
Prerequisite: COS1010 Personal Images
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
45 CTS, Cosmetology Studies /D.21(1997)
MODULE COS1060: SKIN CARE 1 (BASIC PRACTICES) (continued)
Concept Specific Learner Expectations Notes
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
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow safe and sanitary practiceswhen using skin care materials
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Introductory©Alberta Education, Alberta, Canada
47CTS, Cosmetology Studies /D.23
(1997)
MODULE COS1070: MANICURING 1
Level: Introductory
Theme: Nail Care
Prerequisite: COS1010 Personal Images
Module Description: Students identify the functions, shapes and basic structure of fingernails,conditions of hands and fingernails, and perform a plain manicure.
Module Parameters: Access to a personal or professional personal grooming facility.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
40
3030
Integratedthroughout
Concept Specific Learner Expectations Notes
Manicure Defined
The student should:
define the following terms:manicuremanicurist.
Introductory©Alberta Education, Alberta, Canada
4.8
FiFST COPY AVAILABLE
CTS, Cosmetology Studies /D.25(1997)
MODULE COS1070: MANICURING 1 (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow safe and sanitary practiceswhen using manicuring equipment, tools andsupplies
treat minor cuts
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
D.26/ Cosmetology Studies, CTS(1997) 49
Introductory©Alberta Education, Alberta, Canada
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
BEST COPY AVAILABLE
Introductory©Alberta Education, Alberta, Canada
50CTS, Cosmetology Studies /D.27
(1997)
MODULE COS1080: THEATRICAL MAKEUP 1 (BASIC PRINCIPLES) (continued)
Concept Specific Learner Expectations Notes
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
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /D.29(1997)
MODULE COS1080: THEATRICAL MAKEUP 1 (BASIC PRINCIPLES) (continued)
Concept Specific Learner Expectations Notes
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.
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
53
D.30/ Cosmetology Studies, CTS Introductory(1997) ©Alberta Education, Alberta, Canada
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
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
Theme: Hair and Scalp Care
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.
Module Parameters: Access to a personal or professional personal grooming facility.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
55 CTS, Cosmetology Studies /E.3(1997)
MODULE COS2010: HAIR GRAPHICS 2 (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
follow safe and sanitary practices
maintain a clean, safe work area
sanitize and return implements and materials toproper storage areas after use.
Review local andprovincial health andsafety regulations.
56
E.4/ Cosmetology Studies, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada
MODULE COS2020: HAIR & SCALP CARE 2
Level: Intermediate
Theme: Hair and Scalp Care
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.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Concept Testing in which the student will:given 40 questions relating to hair and scalp care,answer a minimum of 30 questions correctly.
Assessment ToolBoard Exam Review for Cosmetology:
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
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
15
20
3530
Integratedthroughout
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
57
CTS, Cosmetology Studies /E.5(1997)
MODULE COS2020: HAIR & SCALP CARE 2 (continued)
Concept Specific Learner Expectations Notes
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
Concept Specific Learner Expectations Notes
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.
Intermediate©Alberta Education, Alberta, Canada
59
CTS, Cosmetology Studies /E.7(1997)
MODULE COS2020: HAIR & SCALP CARE 2 (continued)
Concept Specific Learner Expectations Notes
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.
maintain a clean, safe work area
sanitize and return implements and materials toproper storage areas after use
dispose of waste materials in an environmentallysafe manner.
60
E.8/ Cosmetology Studies, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
MODULE COS2030: FORMING & FINISHING 2
Level: Intermediate
Theme: Hair and Scalp Care
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
MODULE COS2030: FORMING & FINISHING 2 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
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
E.10/ Cosmetology Studies, CTS(1997)
62 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
Sanitation andSafety
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
CTS, Cosmetology Studies /E.11(1997)
MODULE COS2030: FORMING & FINISHING 2 (continued)
Concept Specific Learner Expectations Notes
The student should:
Forming andFinishing
form and finish a variety of sets using a curlingiron including:
right-going wavesleft-going wavesconnecting waves
Sanitation andSafety
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.
E.12/ Cosmetology Studies, CTS(1997)
64 Intermediate©Alberta Education, Alberta, Canada
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.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
Intermediate©Alberta Education, Alberta, Canada 135
CTS, Cosmetology Studies /E.13(1997)
rnov QVAiI ARI F
MODULE COS2040: HAIRCUTTING 1 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
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.
E.14/ Cosmetology Studies, CTS(1997)
66 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /E.15(1997)
MODULE COS2040: HAIRCUTTING 1 (continued)
Concept Specific Learner Expectations Notes
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.
maintain a clean, safe work area
sanitize cutting implements and other tools aftereach use
dispose of waste materials in an environmentallysafe manner.
68E.16/ Cosmetology Studies, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
Pi 9
CTS, Cosmetology Studies /E.17(1997)
MODULE COS2050: HAIR CARE & CUTTING 1 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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
E.18/ Cosmetology Studies, CTS(1997)
70 Intermediate©Alberta Education, Alberta, Canada
MODULE COS2050: HAIR CARE & CUTTING 1 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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
sanitize and return implements and materials toproper storage areas after use
dispose of waste materials in an environmentallysafe manner.
Intermediate©Alberta Education, Alberta, Canada
71 CTS, Cosmetology Studies /E.19(1997)
MODULE COS2060:
Level:
Theme:
Prerequisites:
Module Description:
Module Parameters:
PERMANENT WAVING 2 (COLD WAVING)
Intermediate
Chemical Services: Permanent Waving
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.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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.
Assessment ToolBoard Exam Review for Cosmetology:
Permanent Waving
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
72CTS, Cosmetology Studies /E.21
(1997)
MODULE COS2060: PERMANENT WAVING 2 (COLD WAVING) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
Concept Specific Learner Expectations Notes
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
E.22/ Cosmetology Studies, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /E.23(1997)
MODULE COS2060: PERMANENT WAVING 2 (COLD WAVING) (continued)
Concept Specific Learner Expectations Notes
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
E.24/ Cosmetology Studies, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow safe and sanitary practicesincluding:
responding to allergic and sensitivity reactionspreventing chemical burns
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of unused chemicals and other wastematerials in an environmentally safe manner.
Review local andprovincial health andsafety regulations.
Intermediate©Alberta Education, Alberta, Canada 7
CTS, Cosmetology Studies /E.25(1997)
MODULE COS2070: PERMANENT WAVING 3 (HEAT-ASSISTED)
Level:
Theme:
Prerequisites:
Module Description:
Intermediate
Chemical Services: Permanent Waving
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
Assessment of student achievement should be based on:
Concept Testing in which the student will:given 25 test items relating to heat-assistedpermanent waving, respond correctly to aminimum of 20 items.
Assessment ToolBoard Exam Review for Cosmetology:
Permanent Waving
20
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
'I 7 CTS, Cosmetology Studies /E.27(1997)
MODULE COS2070: PERMANENT WAVING 3 (HEAT- ASSISTED) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
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.
E.28/ Cosmetology Studies, CTS(1997)
BEST COPY AVAILABLE
78 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE79 CTS, Cosmetology Studies /E.29
(1997)
MODULE COS2070: PERMANENT WAVING 3 (HEAT-ASSISTED) (continued)
Concept Specific Learner Expectations Notes
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
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 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.
Safety andSanitation
identify and follow safe and sanitary practicesincluding preventing scalp burns resulting fromheat clamps, chemicals and improper winding
maintain a clean, safe work area
sanitize and return materials and technology toproper storage areas after use
dispose of unused chemicals and other wastematerials in an environmentally safe manner.
Review local andprovincial health andsafety regulations.
80E.30/ Cosmetology Studies, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
Assessment of student achievement should be based on:
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
BEST COPY AVAILABLE
Intermediate©Alberta Education, Alberta, Canada
8tCTS, Cosmetology Studies /E.31
(1997)
MODULE COS2080: PERMANENT WAVING 4 (CLIENT SERVICES) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
Concept Specific Learner Expectations Notes
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
direct and assist client to be seated at work area
discuss client's needs and wants for permanentwaving.
Keeping Records establish a data base (e.g., record card) for eachclient
record details of sectioning pattern, rods andproducts used and quality and degree of curlachieved when service is completed.
E.32/ Cosmetology Studies, CTS(1997)
82 Intermediate©Alberta Education, Alberta, Canada
411
Concept Specific Learner Expectations Notes
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
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 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.
Intermediate©Alberta Education, Alberta, Canada
3CTS, Cosmetology Studies /E.33
(1997)
MODULE COS2080: PERMANENT WAVING 4 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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
remove rods from hair without putting tension onhair
assess quality and degree of curl achieved
apply finishing/conditioning rinse (if required)
prepare hair for forming and finishing.
Safety and demonstrate safe and sanitary permanent waving Review local andSanitation practices provincial health and
safety regulations.maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of unused chemicals and other wastematerials in an environmentally safe manner.
84E.34/ Cosmetology Studies, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Concept Testing in which the student will:given 50 test items relating to temporary andsemipermanent haircolouring, respond correctly toa minimum of 40 items.
Assessment ToolBoard Exam Review for Cosmetology:
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
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
20
2020101515
Integratedthroughout
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
C5CTS, Cosmetology Studies /E.35
(1997)
MODULE COS2090: COLOURING 1 (continued)
Concept Specific Learner Expectations Notes
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.
E.36/ Cosmetology Studies, CTS(1997)
86 Intermediate©Alberta Education, Alberta, Canada
411
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /E.37(1997)
MODULE COS2090: COLOURING 1 (continued)
Concept Specific Learner Expectations Notes
Temporary ColourApplications(continued)
The student should:
mix (if necessary) and apply colour according tomanufacturer's instructions
prepare hair for forming and finishing.
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
prepare hair for forming and finishing.
Keeping Records establish a data base (e.g., record card) for eachclient receiving a colour service
update the data base for each successive colourapplication.
Safety andSanitation
identify and follow safe and sanitaryhaircolouring practices
maintain a clean, safe work area
sanitize and return all items to proper storageareas
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
E.38/ Cosmetology Studies, CTS(1997)
BS Intermediate©Alberta Education, Alberta, Canada
MODULE COS2100: COLOUR REMOVAL 1
Level: Intermediate
Theme: Chemical Services: Haircolouring
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Intermediate©Alberta Education, Alberta, Canada
n CTS, Cosmetology Studies /E.39(1997)
BEST COPY AVAILABLE
MODULE COS2100: COLOUR REMOVAL 1 (continued)
Concept Specific Learner Expectations Notes
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.
Hair and ScalpAnalysis
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.
E.40/ Cosmetology Studies, CTS(1997)
90 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
prepare hair for forming and finishing.
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)
Intermediate©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /E.41(1997)
MODULE COS2100: COLOUR REMOVAL 1 (continued)
Concept Specific Learner Expectations Notes
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
prepare hair for forming and finishing.
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
prepare hair for forming and finishing.
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.
Safety andSanitation
identify and follow safe and sanitary colourremoval practices
maintain a clean, safe work area
sanitize and return all items to proper storageareas
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
E.42/ Cosmetology Studies, CTS(1997) 92
Intermediate©Alberta Education, Alberta, Canada
MODULE COS2110: COLOURING & REMOVAL 1 (CLIENT SERVICES)
Level: Intermediate
Theme: Chemical Services: Haircolouring
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Intermediate©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /E.43(1997)
MODULE COS2110: COLOURING & REMOVAL 1 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
greet each client by name and introduce self
follow salon/shop policy for assisting clients withcoats, hats and personal belongings
direct and assist client to be seated at work area
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
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
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.
E.44/ Cosmetology Studies, CTS(1997)
94 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
apply finishing/conditioning rinse (if required)
prepare hair for forming and finishing.
Sequencing Services state informed decisions about sequencing/scheduling chemical services; e.g., permanentwaving, haircolouring, colour removal,highlighting.
Keeping Records establish a data base (e.g., record card) for eachclient
record details of hair and scalp condition, servicesprovided, chemicals used and client satisfactionwith results.
Intermediate©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /E.45(1997)
MODULE COS2110: COLOURING & REMOVAL 1 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
The student should:
Safety and identify and follow safe and sanitary colouring Review local and
Sanitation and colour removal practices provincial health andsafety regulations.
maintain a clean, safe work area
sanitize and return all items to proper storageareas
dispose of waste materials in an environmentallysafe manner.
96
E.46/ Cosmetology Studies, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Intermediate©Alberta Education, Alberta, Canada
97 CTS, Cosmetology Studies /E.47(1997)
BEST COPY AVAILABLE
MODULE COS2120: FACIALS & MAKEUP 1 (continued)
Concept Specific Learner Expectations Notes
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.
E.48/ Cosmetology Studies, CTS(1997)
98Intermediate
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Intermediate©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /E.49(1997)
MODULE COS2120: FACIALS & MAKEUP 1 (continued)
Concept Specific Learner Expectations Notes
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.
sanitize and return all items to proper storageareas
dispose of waste materials in an environmentallysafe manner.
1.0
E.50/ Cosmetology Studies, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada
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.
Module Parameters: Access to a professional esthetology facility.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
CTS, Cosmetology Studies /E.51(1997)
MODULE COS2130: FACIALS & MAKEUP 2 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
greet each client by name and introduce self
follow salon/shop policy for assisting clients withcoats, hats and personal belongings
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
advise client of cost of each service
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
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Keeping Records establish a data base (e.g., record card) for eachfacial care client
update the data base after completing each facialservice.
Safety andSanitation
identify safe and sanitary facial care and makeuppractices
maintain a clean, safe work area
sanitize and return all items to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
C 4
CTS, Cosmetology Studies /E.55(1997)
MODULE COS2140: SKIN CARE 2 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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
follow salon/shop policy for assisting clients withcoats, hats and personal belongings
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
assemble all necessary equipment, materials andimplements
prepare the work area for skin care services.
E.56/ Cosmetology Studies, CTS(1997)
1.05 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Keeping Records establish a data base (e.g., record card) for eachfacial care client
update the data base after completing each skincare service.
Safety andSanitation
demonstrate safe and sanitary skin care practices
maintain a clean, safe work area
sanitize and return all items to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Intermediate©Alberta Education, Alberta, Canada 106
CTS, Cosmetology Studies /E.57(1997)
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.
Module Parameters: Access to a professional esthetology facility.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
correctly to a minimum of 25 items.
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
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
CTS, Cosmetology Studies /E.59(1997)
MODULE COS2150: MANICURING 2 (continued)
Concept Specific Learner Expectations Notes
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)
Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /E.61(1997)
MODULE COS2150: MANICURING 2 (continued)
Concept Specific Learner Expectations Notes
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.
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
*Related services are addressed in the Nail Art (COS2160) and Nail Technology (COS3190) modules.
E.62/ Cosmetology Studies, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada
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.
Module Parameters: Access to a professional esthetology facility.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
CTS Rubric: Presentation/Reports
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
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
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
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
11
11-
CTS, Cosmetology Studies /E.63(1997)
MODULE COS2160: NAIL ART (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow safe and sanitary practicesrelated to performing nail art
maintain a clean, safe work area
sanitize and return items to their proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
E.64/ Cosmetology Studies, CTS(1997) 112
Intermediate©Alberta Education, Alberta, Canada
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.
Module Parameters: Access to a professional esthetology facility.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
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)
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
30
70
Integratedthroughout
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
greet each client by name and introduce self
follow salon/shop policy for assisting clients withcoats, hats and personal belongings
direct and assist client to be seated at work area
discuss client's preferred nail services.
Intermediate©Alberta Education, Alberta, Canada
1 1 3
RFST COPY AVAILABLE
CTS, Cosmetology Studies /E.65(1997)
MODULE COS2170: MANICURING 3 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Client Consultationand Analysis
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
advise client of cost of each service
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.
Safety andSanitation
identify and follow safe and sanitary manicureand related service practices
maintain a clean, safe work area
sanitize and return items to their proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
E.66/ Cosmetology Studies, CTS(1997)
114Intermediate
©Alberta Education, Alberta, Canada
MODULE COS2180: HAIRPIECES & EXTENSIONS
Level: Intermediate
Theme: Special Effects/Services
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
correctly to a minimum of 30 items.
Assessment ToolBoard Exam Review for Cosmetology:
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
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
BEST COPY AVAILABLE
Intermediate©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /E.67(1997)
MODULE COS2180: HAIRPIECES & EXTENSIONS (continued)
Concept Specific Learner Expectations Notes
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.
E.68/ Cosmetology Studies, CTS(1997)
116 Intermediate©Alberta Education, Alberta, Canada
MODULE COS2180: HAIRPIECES & EXTENSIONS (continued)
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /E.69(1997)
MODULE COS2180: HAIRPIECES & EXTENSIONS (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow safe and sanitary hair goodshandling, care and maintenance procedures
maintain a clean, safe work area
sanitize and return items to their proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
E.70/ Cosmetology Studies, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada
MODULE COS2190:
Level:
Theme:
Prerequisites:
Module Description:
Module Parameters:
THEATRICAL MAKEUP 2 (PLANNING THE IMAGES)
Intermediate
Special Effects/Services
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
Intermediate I CTS, Cosmetology Studies /E.71aJl
©Alberta Education, Alberta, Canada4 (1997)
BEST COPY AVAILABLE
MODULE COS2190: THEATRICAL MAKEUP 2 (PLANNING THE IMAGES) (continued)
Concept Specific Learner Expectations Notes
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
E.72/ Cosmetology Studies, CTS(1997)
120 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
demonstrate safe and sanitary practices
maintain a clean, safe work area
sanitize and return items to their proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Intermediate©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /E.73(1997)
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.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
1 2
CTS, Cosmetology Studies /E.75(1997)
MODULE COS2200: HISTORICAL COSMETOLOGY (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
demonstrate safe and sanitary practices
maintain a clean, safe work area
sanitize and return all items to proper storageareas
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
E.76/ Cosmetology Studies, CTS(1997) 123
Intermediate©Alberta Education, Alberta, Canada
MODULE COS2210: SALES & SERVICE 1 (PRINCIPLES & PRACTICES)*
Level: Intermediate
Theme: Enterprise and Competition
Prerequisite: COS1010 Personal Images
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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.
Assessment ToolCTS Rubric: Presentation/Reports
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)
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
* For additional modules related to salesmanship and retailing see:Management and Marketing Guide to Standards and Implementation.
Intermediate©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /E.77
2
BEST COPY AVAILABLE
(1997)
MODULE COS2210: SALES & SERVICE 1 (PRINCIPLES & PRACTICES) (continued)
Concept Specific Learner Expectations Notes
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.
E.78/ Cosmetology Studies, CTS(1997)
125 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Intermediate©Alberta Education, Alberta, Canada
l76 CTS, Cosmetology Studies /E.79(1997)
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLEQ
CTS, Cosmetology Studies /F.3(1997)
MODULE COS3010: PROFESSIONAL PRACTICES (continued)
Concept Specific Learner Expectations Notes
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
Theme: Hair and Scalp Care
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
30 CTS, Cosmetology Studies /F.5(1997)
MODULE COS3020: LONG HAIR GRAPHICS (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
follow safe and sanitary practices
maintain a clean, safe work area
sanitize and return implements and materials toproper storage areas after use.
Review local andprovincial health andsafety regulations.
F.6/ Cosmetology Studies, CTS(1997)
131 Advanced©Alberta Education, Alberta, Canada
MODULE COS3030: HAIR & SCALP CARE 3
Level: Advanced
Theme: Hair and Scalp Care
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.
Module Parameters: Access to professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
'1 3 2CTS, Cosmetology Studies /F.7
(1997)
MODULE COS3030: HAIR & SCALP CARE 3 (continued)
Concept Specific Learner Expectations Notes
Hair and ScalpAnalysis
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.
Safety andSanitation
follow safe and sanitary practices
maintain a safe, clean work area
sanitize and return technology and materials toproper storage areas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
F.8/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
MODULE COS3040: HAIR & SCALP CARE 4 (CLIENT SERVICES)
Level: Advanced
Theme: Hair and Scalp Care
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
Module Parameters: Access to professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
X34
CTS, Cosmetology Studies /F.9(1997)
MODULE COS3040: HAIR & SCALP CARE 4 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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
remove hair ornaments, if present
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
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.11(1997)
MODULE COS3040: HAIR & SCALP CARE 4 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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
sanitize and return implements and materials toproper storage areas after use
dispose of waste materials in an environmentallysafe manner.
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.
Module Parameters: Access to professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
3 5CTS, Cosmetology Studies /F.13
(1997)
MODULE COS3050: HAIRCUTTING 2 (continued)
Concept Specific Learner Expectations Notes
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.
F.14/ Cosmetology Studies, CTS(1997)
i3 Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.15(1997)
MODULE COS3050: HAIRCUTTING 2 (continued)
Concept Specific Learner Expectations Notes
The student should:
Safety and follow safe and sanitary practices Review local and
Sanitation provincial health andperform first aid for minor cuts safety regulations.
maintain a clean, safe work area
sanitize implements after each use and return toproper storage area
dispose of waste materials in an environmentallysafe manner.
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
1 4 2CTS, Cosmetology Studies /F.17
(1997)
MODULE COS3060: HAIRCUTTING 3 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
greet each client by name and introduce self
follow salon/shop policy for assisting clients withhats, coats and personal belongings
remove hair ornaments, if present
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
©Alberta Education, Alberta, Canada
MODULE COS3060: HAIRCUTTING 3 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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.
sanitize and return implements and materials toproper storage areas after use
dispose of waste materials in an environmentallysafe manner.
Advanced©Alberta Education, Alberta, Canada
44 CTS, Cosmetology Studies /F.19(1997)
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will Assessment of student achievement should be based on
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
CTS, Cosmetology Studies /F.21(1997)
MODULE COS3070: HAIR CARE & CUTTING 2 (CLIENT SERVICES) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
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.
F.22/ Cosmetology Studies, CTS(1997)
146 Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Keeping Records establish a data base for each client
check the data base before each service
update the data base after each service.
Safety andSanitation
follow safe and sanitary procedures for eachservice
maintain a clean, safe work area
sanitize and return implements and materials toproper storage areas
discard all waste materials
demonstrate safety and sanitary behaviours thatencourage client satisfaction.
Review local andprovincial health andsafety regulations.
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.23(1997)
MODULE COS3080: PERMANENT WAVING 5 (DESIGNER)
Level: Advanced
Theme: Chemical Services: Permanent Waving
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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will Assessment of student achievement should be based on
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.
Assessment ToolCTS Rubric: Presentation/Reports
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 )
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
Advanced©Alberta Education, Alberta, Canada id 4 8
CTS, Cosmetology Studies /F.25(1997)
BEST COPY AVAILABLE
MODULE COS3080: PERMANENT WAVING (DESIGNER) (continued)
Concept Specific Learner Expectations Notes
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
F.26/ Cosmetology Studies, CTS(1997)
14S Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Performing theDesignerPermanent Wave(continued)
The student should:
take test curls
neutralize processed hair and assess quality anddegree of curl achieved
prepare hair for forming and finishing.
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.
Safety andSanitation
demonstrate safe and sanitary permanent wavingpractices
demonstrate safe and sanitary first-aid practices(e.g., treat chemical burns)
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of unused chemical and other wastematerials in an environmentally safe manner.
Review local andprovincial health andsafety regulations.
Advanced 5 0 CTS, Cosmetology Studies 1F.27©Alberta Education, Alberta, Canada (1997)
11111
MODULE COS3090: RELAX/STRAIGHTEN HAIR
Level: Advanced
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)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.
Module Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
identify and describemethods, technology,chemicals and otherproducts used to relax orstraighten hair and theeffect of these serviceson the hair and scalp
Assessment of student achievement should be based on:
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.
Assessment ToolBoard Exam Review for Cosmetology:
Chemical Hair RelaxingThermal Hair Straightening
CTS Rubric: Presentation/Reports
20
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
151_
CTS, Cosmetology Studies /F.29(1997)
MODULE COS3090: RELAX/STRAIGHTEN HAIR (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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.
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
Concept Specific Learner Expectations Notes
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
F.30/ Cosmetology Studies, CTS(1997)
15,EAdvanced
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
Advanced©Alberta Education, Alberta, Canada
,1 5 3
CTS, Cosmetology Studies /F.31(1997)
MODULE COS3090: RELAX/STRAIGHTEN HAIR (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
follow safe and sanitary practices
maintain a clean, safe work area
sanitize and return implements and materials toproper storage areas after use
dispose of waste materials in an environmentallyappropriate manner.
Review local andprovincial health andsafety regulations.
5F.32/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
MODULE COS3100: WAVE, RELAX & STRAIGHTEN HAIR (CLIENT SERVICES)
Level: Advanced
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)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 Parameters: Access to a professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module Learner Assessment Criteria and Conditions SuggestedEmphasisExpectations
The student will: Assessment of student achievement should be based on:
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)
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
155CTS, Cosmetology Studies /F.33
(1997)
MODULE COS3100: WAVE, RELAX & STRAIGHTEN HAIR (CLIENT SERVICES) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
greet each client by name and introduce self
follow salon/shop policy for assisting clients withhats, coats and other personal belongings
drape clients appropriately
remove hair ornaments, if present.
Client Consultationand Analysis
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
Advanced©Alberta Education, Alberta, Canada
41)
Concept Specific Learner Expectations Notes
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.
Keeping Records establish a data base for each client
check the data base before each service
update the data base following each service.
Safety andSanitation
demonstrate safe and sanitary practices
maintain a clean, safe work area
sanitize and return all items to their properstorage areas
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Advanced©Alberta Education, Alberta, Canada
357CTS, Cosmetology Studies /F.35
(1997)
MODULE COS3110: COLOURING 2 (PERMANENT)
Level: Advanced
Theme: Chemical Services: Haircolouring
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.
Module Parameters: Access to professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
identify and describe:purposes, principlesand types ofpermanenthaircolouring
products available topermanently colourhairproduct selection,mixing andpreparation processessafety practices thatmust be followedwhen usingpermanenthaircolours
Assessment of student achievement should be based on:
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.
Assessment ToolBoard Exam Review for Cosmetology:
Haircolouring
20
25
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
15SCTS, Cosmetology Studies /F.37
(1997)
MODULE COS3110: COLOURING 2 (PERMANENT) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
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.
F.38/ Cosmetology Studies, CTS(1997)
159 Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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?
CTS, Cosmetology Studies /F.39(1997)
MODULE COS3110: COLOURING 2 (PERMANENT) (continued)
Concept Specific Learner Expectations Notes
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)
Advanced©Alberta Education, Alberta, Canada
MODULE COS3110: COLOURING 2 (PERMANENT) (continued)
Concept Specific Learner Expectations Notes
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
CTS, Cosmetology Studies /F.41(1997)
MODULE COS3110: COLOURING 2 (PERMANENT) (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
protect self and others by followingmanufacturer's instructions for each permanentcolour service
maintain a clean, safe work area
sanitize and return all implements and materialsto their storage areas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
*These concepts may also /alternatively be addressed in Colour Removal 2 (COS3120).
63
F.42/ Cosmetology Studies, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
MODULE COS3120: COLOUR REMOVAL 2
Level: Advanced
Theme: Chemical Services: Haircolouring
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.
Module Parameters: Access to professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
CTS Rubric: Presentation/Reports
analyze the hair andscalp, and determinetheir suitability toreceive colour removalservices
40
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLECTS, Cosmetology Studies /F.43
(1997)1.1
MODULE COS3120: COLOUR REMOVAL 2 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Concept Specific Learner Expectations Notes
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
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.45(1997)
MODULE COS3120: COLOUR REMOVAL 2 (continued)
Concept Specific Learner Expectations Notes
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).
Safety andSanitation
protect self and others by following chemicalmanufacturer's instructions for each colourremoval service and related services
maintain a clean, safe work area
sanitize and return all implements and materialsto their proper storage area
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
I 6 7F.46/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
MODULE COS3130: COLOURING & REMOVAL 2 (CLIENT SERVICES)
Level: Advanced
Theme: Chemical Services: Haircolouring
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.
Module Parameters: Access to professional hairstyling facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
Advanced©Alberta Education, Alberta, Canada
am COPY AVAILABLEet 0
CTS, Cosmetology Studies /F.47(1997)
MODULE COS3130: COLOURING & REMOVAL 2 (CLIENT SERVICES) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
pre- and post-conditioningpractices, wherenecessarymeeting a client'sneeds
demonstrate basic Observations of individual effort and interpersonal Integrated
competencies. interaction during the instructional period. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Client Orientation prepare the work area to encourage and supporteach client's desire for haircolouring services
greet each client by name and introduce self
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
F.48/ Cosmetology Studies, CTS(1997)
169 Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Keeping Records establish a data base for each client
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.
Safety andSanitation
protect clients, self and others by followingmanufacturer's instructions when working withcolouring agents
maintain a clean, safe work area
sanitize and return all implements and materialsto their proper storage areas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Advanced©Alberta Education, Alberta, Canada
170
CTS, Cosmetology Studies /F.49(1997)
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
BEST COPY AVAILABLE
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.51(1997)
MODULE COS3140: BODY THERAPY (continued)
Concept Specific Learner Expectations Notes
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
F.52/ Cosmetology Studies, CTS(1997)
172 Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
73 CTS, Cosmetology Studies /F.53(1997)
MODULE COS3140: BODY THERAPY (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
describe and demonstrate electrical safetypractices
demonstrate sanitary practices before, during andafter providing body therapies
maintain a clean, safe work area.
Review local andprovincial health andsafety regulations.
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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.
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILARE
1 75
CTS, Cosmetology Studies /F.55(1997)
MODULE COS3150: HAIR REMOVAL (continued)
Concept Specific Learner Expectations Notes
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.
F.56/ Cosmetology Studies, CTS(1997)
176.Advanced
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
describe and demonstrate safe and sanitarypractices used when performing temporary andpermanent hair removal
maintain a clean, safe work area
sanitize and return all items to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Advanced©Alberta Education, Alberta, Canada
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
welcome and orient the
Assessment of student achievement should be based on:
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)
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
BEST COPY AVAILABLE
Advanced©Alberta Education, Alberta, Canada
178CTS, Cosmetology Studies /F.59
(1997)
MODULE COS3160: SKIN CARE 3 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
prepare the work area to promote skin careservices and products
greet each client by name and introduce self
follow salon/shop policy for assisting clients withcoats, hats and personal belongings
direct and assist clients to be seated at aconsultation area.
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 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
assemble all necessary equipment, materials andimplements
prepare the work area for skin care services.
F.60/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
demonstrate safe and sanitary skin care practices
maintain a clean, safe work area
sanitize and return all items to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.61(1997)
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.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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.
Assessment ToolCTS Rubric: Presentation/Reports
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
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
3 StCTS, Cosmetology Studies /F.63
(1997)
MODULE COS3170: MALE FACIAL GROOMING 1 (continued)
Concept Specific Learner Expectations Notes
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.
F.64/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
maintain a clean, safe work area
sanitize implements after each use and return totheir proper storage areas
dispose of waste materials in an environmentallysafe manner.
,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.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
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
BEST COPY AVAILABLE
Advanced©Alberta Education, Alberta, Canada 184 CTS, Cosmetology Studies /F.67
(1997)
MODULE COS3180: MALE FACIAL GROOMING 2 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
prepare the work area to encourage and supportthe sale of male facial grooming services andproducts
greet each client by name and introduce self
follow salon/shop policy for assisting clients withcoats, hats and personal belongings
drape clients appropriately.
Client Consultationand Analysis
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.
Safety andSanitation
follow safe and sanitary practices and procedures
perform first aid for minor cuts
maintain a clean, safe work area
sanitize implements after each use and return totheir proper storage areas
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
* 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
©Alberta Education, Alberta, Canada
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
CTS Rubric: Presentation/Reports
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
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
Advanced©Alberta Education, Alberta, Canada
SE8T COPY AVAILABLE
hS6
CTS, Cosmetology Studies /F.69(1997)
MODULE COS3190: NAIL TECHNOLOGY (continued)
Concept Specific Learner Expectations Notes
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
F.70/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
MODULE COS3190: NAIL TECHNOLOGY (continued)
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
A . 86CTS, Cosmetology Studies /F.71
(1997)
MODULE COS3190: NAIL TECHNOLOGY (continued)
Concept Specific Learner Expectations Notes
Maintenance andRemoval
The student should:
follow manufacturer's instructions formaintaining and removing nail extensions.
Safety andSanitation
follow safe and sanitary practices and procedures
perform first aid for minor cuts
maintain a clean, safe work area
ensure proper ventilation
sanitize and return all materials to proper storageplaces after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
189
F.72/ Cosmetology Studies, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLECTS, Cosmetology Studies /F.73
(1997)
MODULE COS3200: PEDICURING (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
identify and follow safe and sanitary pedicureprocedures
perform first aid for minor cuts
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
F.74/ Cosmetology Studies, CTS(1997)
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
BEST COPY AVAILABLE
Advanced°Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.75(1997)
MODULE COS3210: NAIL CARE (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Client Orientation
The student should:
greet each client by name and introduce self
follow salon/shop policy for assisting clients withcoats, hats and personal belongings
direct and assist clients to be seated at work area
discuss clients' preferred nail services.
Client Consultationand Analysis
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
advise client of cost of each service
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.
F.76/ Cosmetology Studies, CTS(1997)
193Advanced
©Alberta Education, Alberta, Canada
MODULE COS3210: NAIL CARE (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
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.
maintain a clean, safe work area
sanitize and return items to their proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Advanced©Alberta Education, Alberta, Canada
11 9 4 CTS, Cosmetology Studies /F.77(1997)
MODULE COS3220: WIGS & TOUPEES
Level: Advanced
Theme: Special Effects/Services
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
Assessment of student achievement should be based on:
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.
Assessment ToolCTS Rubric: Presentation/Reports
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
CTS, Cosmetology Studies /F.79(1997)
MODULE COS3220: WIGS & TOUPEES (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:minor repairscolouring (temporary,semi-permanent)measuring andsampling
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
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.
F.80/ Cosmetology Studies, CTS(1997)
196 Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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
Advanced©Alberta Education, Alberta, Canada
9
CTS, Cosmetology Studies /F.81(1997)
MODULE COS3220: WIGS & TOUPEES (continued)
Concept Specific Learner Expectations Notes
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.
F.82/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
199
CTS, Cosmetology Studies /F.83(1997)
MODULE COS3220: WIGS & TOUPEES (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
follow safe and sanitary hair goods handlingprocedures
maintain a clean, safe work area
sanitize and return items to their proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
0
F.84/ Cosmetology Studies, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
MODULE COS3230: HAIR GOODS (CLIENT SERVICES)
Level: Advanced
Theme: Special Effects/Services
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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)
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE CTS, Cosmetology Studies /F.85(1997)
MODULE COS3230: HAIR GOODS (CLIENT SERVICES) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
-
follow safe and sanitary hair goods handlingprocedures
maintain a clean, safe work area
sanitize and return items to their proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
F.86/ Cosmetology Studies, CTS(1997) 2 2
Advanced©Alberta Education, Alberta, Canada
MODULE COS3240: THEATRICAL MAKEUP 3 (CHANGING IMAGES)
Level: Advanced
Theme: Special Effects/Services
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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.
Assessment ToolCTS Rubric: Presentation/Reports
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)
demonstrate basic Observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.87
203BEST COPY AVAILABLE
(1997)
MODULE COS3240: THEATRICAL MAKEUP 3 (CHANGING IMAGES) (continued)
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
protect the health and safety of clients whileattaching and removing theatrical makeups
maintain a clean, safe work area
sanitize and return materials to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
F.88/ Cosmetology Studies, CTS(1997) 204
Advanced©Alberta Education, Alberta, Canada
MODULE COS3250: THEATRICAL MAKEUP 4 (CLIENT SERVICES)
Level:
Theme:
Prerequisites:
Module Description:
Module Parameters:
Advanced
Special Effects/Services
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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)
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
205CTS, Cosmetology Studies /F.89
(1997)
MODULE COS3250: THEATRICAL MAKEUP 4 (CLIENT SERVICES) (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
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.
F.90/ Cosmetology Studies, CTS(1997)
206 Advanced©Alberta Education, Alberta, Canada
MODULE COS3250: THEATRICAL MAKEUP 4 (CLIENT SERVICES) (continued)
Concept Specific Learner Expectations Notes
Creating the Images
The student should:
follow each worksheet to create image desired toeach client's satisfaction.
Safety andSanitation
demonstrate safe and sanitary practices
sanitize and return materials to proper storageareas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
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
Special Effects/Services
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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.,
CTS Rubric: Presentation/Reports
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
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
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
208CTS, Cosmetology Studies /F.93
(1997)
MODULE COS3260: FACIAL & BODY ADORNMENT (continued)
Concept Specific Learner Expectations Notes
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
F.94/ Cosmetology Studies, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.95(1997)
MODULE COS3270: CREATIVE COSMETOLOGY
Level: Advanced
Theme: Enterprise and Competition
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.
Module Parameters: Access to a professional hairstyling/esthetology facility.
Note: Journeyman hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
CTS Rubric: Presentation/Reports
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVM A r"
211CTS, Cosmetology Studies /F.97
(1997)
MODULE COS3270: CREATIVE COSMETOLOGY (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
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
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
Concept Specific Learner Expectations Notes
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
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Safety andSanitation
demonstrate safe and sanitary styling practices
sanitize and return materials to their properstorage areas after use
dispose of waste materials in an environmentallysafe manner.
Review local andprovincial health andsafety regulations.
Advanced©Alberta Education, Alberta, Canada
13 CTS, Cosmetology Studies /F.99(1997)
MODULE COS3280: SALES & SERVICE 2 (EFFECTIVENESS)
Level: Advanced
Theme: Enterprise and Competition
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.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
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
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
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
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
30
30
40
Integratedthroughout
* For additional modules relating to salesmanship and retailing see:
Management and Marketing Guide to Standards and Implementation.
Advanced©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /F.101
2 14,(1997)
BEST COPY AVAILABLE
MODULE COS3280: SALES & SERVICE 2 (EFFECTIVENESS) (continued)
Concept Specific Learner Expectations Notes
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
Advanced©Alberta Education, Alberta, Canada
MODULE COS3290: COMPETITION COSMETOLOGY
Level: Advanced
Theme: Enterprise and Competition
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.
Module Parameters: Access to a professional hairstyling/esthetology facility.
Note: Journeymen hairstylist qualification required.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
identify and describequalities of a successfulcompetitioncosmetologist andmethods used to judgecompetitions
Assessment of student achievement should be based on:
Concept Testing in which the student will:prepare and present a report on "What Makes ASuccessful Competition Cosmetologist."
Assessment ToolCTS Rubric: Presentation/Reports
20
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
26CTS, Cosmetology Studies /F.103
(1997)
MODULE COS3290: COMPETITION COSMETOLOGY (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate qualitiesconsistent with being acompetitioncosmetologist
demonstrate competitionstandard artistry in oneor more cosmetology-related area(s)
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
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
Observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
1010101040
Integratedthroughout
Concept Specific Learner Expectations Notes
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
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
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.
Advanced©Alberta Education, Alberta, Canada
218CTS, Cosmetology Studies /F.105
(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
©Alberta Education, Alberta, Canada
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.
Assessment Tools CTS, Cosmetology Studies /G.7©Alberta Education, Alberta, Canada 224 (1997)
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:
generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action
identifies the problem andselects an appropriate problem-solving approach, respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by:
generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action
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
Assessment Tools©Alberta Education, Alberta, Canada
Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:
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
Assessment Tools©Alberta Education, Alberta, Canada
228
CTS, Cosmetology Studies /G.11(1997)
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ffer
ent
pers
pect
ives
/poi
nts
of v
iew
pers
pect
ives
/poi
nts
of v
iew
dist
ingu
ishe
s be
twee
n fa
ct a
nd f
ictio
n/op
inio
n/th
eory
dete
rmin
es a
ccur
acy/
curr
ency
/rel
iabi
lity
of in
form
atio
nre
cogn
izes
und
erly
ing
bias
/ass
umpt
ions
/val
ues
inan
d id
eas
info
rmat
ion
and
idea
s
Col
labo
ratio
n an
d T
eam
wor
kC
olla
bora
tion
and
Tea
mw
ork
Col
labo
ratio
n an
d T
eam
wor
ksh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
shar
es w
ork
appr
opri
atel
y am
ong
grou
p m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
resp
ects
the
view
s of
oth
ers
resp
ects
and
con
side
rs th
e vi
ews
of o
ther
sre
spec
ts a
nd c
onsi
ders
the
view
s of
oth
ers
nego
tiate
s so
lutio
ns to
pro
blem
sne
gotia
tes
with
sen
sitiv
ity s
olut
ions
to p
robl
ems
Eva
luat
ing
Cho
ices
/Mak
ing
Dec
isio
nsE
valu
atin
g C
hoic
es/M
akin
g D
ecis
ions
Eva
luat
ing
Cho
ices
/Mak
ing
Dec
isio
nsid
entif
ies
usef
ul a
ltern
ativ
es r
egar
ding
the
issu
eid
entif
ies
impo
rtan
t and
app
ropr
iate
alte
rnat
ives
reg
ardi
ngde
scri
bes
in d
etai
l im
port
ant a
nd a
ppro
pria
te a
ltern
ativ
esth
e is
sue
rega
rdin
g th
e is
sue
esta
blis
hes
crite
ria
for
asse
ssin
g ea
ch a
ltern
ativ
e;es
tabl
ishe
s kn
owle
dge-
and
val
ue-b
ased
cri
teri
a fo
res
tabl
ishe
s kn
owle
dge-
and
val
ue-b
ased
cri
teri
a fo
re.
g., s
ocia
l, ec
onom
ic, e
nvir
onm
enta
las
sess
ing
each
alte
rnat
ive;
e.g
., so
cial
, eco
nom
ic,
envi
ronm
enta
las
sess
ing
each
alte
rnat
ive;
e.g
., so
cial
, eco
nom
ic,
envi
ronm
enta
lse
lect
s an
app
ropr
iate
alte
rnat
ive
base
d on
est
ablis
hed
sele
cts
an a
ppro
pria
te a
ltern
ativ
e by
sho
win
g di
ffer
ence
sse
lect
s an
app
ropr
iate
and
use
ful a
ltern
ativ
e by
sho
win
gcr
iteri
aam
ong
choi
ces
diff
eren
ces
amon
g ch
oice
sre
flec
ts o
n st
reng
ths
/wea
knes
ses
of d
ecis
ions
by
asse
sses
str
engt
hs/w
eakn
esse
s of
dec
isio
ns b
y co
nsid
erin
gas
sess
es s
tren
gths
/wea
knes
ses
of d
ecis
ions
by
cons
ider
ing
cons
eque
nces
cons
eque
nces
cons
ider
ing
cons
eque
nces
and
impl
icat
ions
com
mun
icat
es in
form
atio
n in
a lo
gica
l seq
uenc
e to
just
ify
com
mun
icat
es id
eas
in a
logi
cal s
eque
nce
with
sup
port
ing
com
mun
icat
es th
ough
ts/f
eelin
gs/id
eas
clea
rly
to ju
stif
ych
oice
s/de
cisi
ons
mad
ede
tail
to ju
stif
y ch
oice
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
ION
SC
TSL
AB
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Man
agem
ent
Man
agem
ent
Man
agem
ent
prep
ares
sel
f fo
r ta
skpr
epar
es s
elf
for
task
prep
ares
sel
f fo
r ta
skor
gani
zes
and
wor
ks in
an
orde
rly
man
ner
orga
nize
s an
d w
orks
in a
n or
derl
y m
anne
ror
gani
zes
and
wor
ks in
an
orde
rly
man
ner
carr
ies
out i
nstr
uctio
ns a
ccur
atel
yin
terp
rets
and
car
ries
out
inst
ruct
ions
acc
urat
ely
inte
rpre
ts a
nd c
arri
es o
ut in
stru
ctio
ns a
ccur
atel
y
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
y in
a lo
gica
l seq
uenc
ead
here
s to
rou
tine
proc
edur
esdi
spla
ys le
ader
ship
in a
dher
ing
to r
outin
e pr
oced
ures
atte
mpt
s to
sol
ve p
robl
ems
prio
r to
req
uest
ing
help
Tea
mw
ork
Tea
mw
ork
Tea
mw
ork
coop
erat
es w
ith g
roup
mem
bers
coop
erat
es w
ith g
roup
mem
bers
coop
erat
es w
ith g
roup
mem
bers
shar
es w
ork
appr
opri
atel
y am
ong
grou
p m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
shar
es w
ork
appr
opri
atel
y am
ong
grou
p m
embe
rsne
gotia
tes
solu
tions
to p
robl
ems
nego
tiate
s w
ith s
ensi
tivity
sol
utio
ns to
pro
blem
sdi
spla
ys e
ffec
tive
com
mun
icat
ion
skill
s
Use
of
Equ
ipm
ent a
nd M
ater
ials
Use
of
Equ
ipm
ent a
nd M
ater
ials
Use
of
Equ
ipm
ent a
nd M
ater
ials
sele
cts
and
uses
app
ropr
iate
equ
ipm
ent/m
ater
ials
sele
cts
and
uses
app
ropr
iate
equ
ipm
ent/m
ater
ials
sele
cts
and
uses
equ
ipm
ent/m
ater
ials
inde
pend
ently
follo
ws
safe
pro
cedu
res/
tech
niqu
esm
odel
s sa
fe p
roce
dure
s/te
chni
ques
dem
onst
rate
s co
ncer
n fo
r sa
fe p
roce
dure
s/te
chni
ques
wei
ghs
and
mea
sure
s ac
cura
tely
wei
ghs
and
mea
sure
s ac
cura
tely
wei
ghs
and
mea
sure
s ac
cura
tely
and
eff
icie
ntly
retu
rns
clea
n eq
uipm
ent/m
ater
ials
to s
tora
ge a
reas
prac
tises
pro
per
sani
tatio
n pr
oced
ures
prac
tises
pro
per
sani
tatio
n pr
oced
ures
min
imiz
es w
aste
of
mat
eria
lsm
inim
izes
was
te o
f m
ater
ials
advi
ses
of p
oten
tial h
azar
ds a
nd n
eces
sary
rep
airs
antic
ipat
es p
oten
tial h
azar
ds a
nd e
mer
genc
y re
spon
se
Inve
stig
ativ
e T
echn
ique
sIn
vest
igat
ive
Tec
hniq
ues
Inve
stig
ativ
e T
echn
ique
sga
ther
s an
d ap
plie
s in
form
atio
n fr
om a
t lea
st o
ne s
ourc
ega
ther
s an
d ap
plie
s in
form
atio
n fr
om a
var
iety
of
sour
ces
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
redi
ctio
ns th
at c
an b
e te
sted
mak
es p
redi
ctio
ns th
at c
an b
e te
sted
sets
up
and
cond
ucts
exp
erim
ents
to te
st a
pre
dict
ion
plan
s, s
ets
up a
nd c
ondu
cts
expe
rim
ents
to te
st a
plan
s, s
ets
up a
nd c
ondu
cts
expe
rim
ents
to te
st a
pred
ictio
npr
edic
tion
dist
ingu
ishe
s be
twee
n m
anip
ulat
ed/r
espo
ndin
g va
riab
les
iden
tifie
s an
d ex
plai
ns m
anip
ulat
ed/r
espo
ndin
g va
riab
les
anal
yzes
rel
atio
nshi
ps a
mon
g m
anip
ulat
ed/r
espo
ndin
gva
riab
les
obta
ins
resu
lts th
at c
an b
e us
ed to
det
erm
ine
if s
ome
obta
ins
accu
rate
res
ults
that
con
firm
/rej
ect t
he p
redi
ctio
nob
tain
s ac
cura
te r
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
ions
sum
mar
izes
impo
rtan
t exp
erim
enta
l out
com
essu
mm
ariz
es a
nd a
pplie
s ex
peri
men
tal o
utco
mes
sum
mar
izes
, app
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
K: N
EG
OT
IAT
ION
AN
D D
EB
AT
EC
TSN
EG
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
accu
rate
ly d
escr
ibes
an
issu
e on
whi
ch p
eopl
e di
sagr
eeac
cura
tely
des
crib
es a
n is
sue
on w
hich
peo
ple
disa
gree
,ex
plai
ning
are
as o
f di
sagr
eem
ent
accu
rate
ly d
escr
ibes
an
issu
e on
whi
ch p
eopl
e di
sagr
ee,
expl
aini
ng s
peci
fic
caus
es o
f di
sagr
eem
ent
pose
s an
impo
rtan
t que
stio
n re
gard
ing
the
issu
epo
ses
one
or m
ore
thou
ghtf
ul q
uest
ions
reg
ardi
ng th
eis
sue
pose
s th
ough
tful
que
stio
ns r
egar
ding
the
issu
e
acce
sses
bas
ic in
-sch
ool/c
omm
unity
info
rmat
ion
sour
ces
acce
sses
a r
ange
of
rele
vant
in-s
choo
l/com
mun
ityac
cess
es a
ran
ge o
f re
leva
nt in
form
atio
n so
urce
s an
dre
gard
ing
the
issu
ere
sour
ces
reco
gniz
es w
hen
addi
tiona
l inf
orm
atio
n is
req
uire
dus
es o
ne o
r m
ore
info
rmat
ion-
gath
erin
g te
chni
ques
uses
a r
ange
of
info
rmat
ion-
gath
erin
g te
chni
ques
dem
onst
rate
s re
sour
cefu
lnes
s in
col
lect
ing
data
Ana
lyzi
ng P
ersp
ectiv
esA
naly
zing
Per
spec
tives
Ana
lyzi
ng P
ersp
ectiv
esst
ates
a p
ositi
on o
n th
e is
sue
and
logi
cal r
easo
ns f
orst
ates
a p
ositi
on o
n th
e is
sue
and
logi
cal r
easo
ns f
orst
ates
a p
ositi
on o
n th
e is
sue
and
insi
ghtf
ul r
easo
ns f
orad
optin
g th
at p
ositi
onad
optin
g th
at p
ositi
onad
optin
g th
at p
ositi
onex
plai
ns w
hy th
e is
sue
is im
port
ant b
y pr
esen
ting
expl
ains
why
the
issu
e is
impo
rtan
t by
pres
entin
gex
plai
ns w
hy th
e is
sue
is im
port
ant b
y pr
esen
ting
exam
ples
of
poss
ible
con
sequ
ence
sex
ampl
es o
f po
ssib
le c
onse
quen
ces
exam
ples
of
poss
ible
con
sequ
ence
s an
d im
plic
atio
nscl
arif
ies
diff
eren
t poi
nts
of v
iew
reg
ardi
ng th
e is
sue;
e.g
.,so
cial
, eco
nom
ic, e
nvir
onm
enta
lca
tego
rize
s di
ffer
ent p
oint
s of
vie
w r
egar
ding
the
issu
e;e.
g., c
ultu
ral,
ethi
cal,
econ
omic
, env
iron
men
tal,
heal
th-
cate
gori
zes
diff
eren
t poi
nts
of v
iew
reg
ardi
ng th
e is
sue;
e.g.
, cul
tura
l, et
hica
l, ec
onom
ic, e
nvir
onm
enta
l, he
alth
-re
late
dre
late
d, s
cien
tific
, pol
itica
ldi
stin
guis
hes
betw
een
fact
and
fic
tion/
opin
ion/
theo
ryde
term
ines
acc
urac
y/cu
rren
cy/r
elia
bilit
y of
info
rmat
ion
reco
gniz
es u
nder
lyin
g bi
as/a
ssum
ptio
ns/v
alue
s in
and
idea
sin
form
atio
n an
d id
eas
Col
labo
ratio
n an
d T
eam
wor
kC
olla
bora
tion
and
Tea
mw
ork
Col
labo
ratio
n an
d T
eam
wor
kw
orks
with
a r
ange
of
peer
mem
bers
wor
ks w
ith a
ran
ge o
f pe
er m
embe
rsw
orks
with
a w
ide
rang
e of
pee
r m
embe
rssh
ares
info
rmat
ion/
opin
ions
/sug
gest
ions
thro
ugh
grou
psh
ares
info
rmat
ion/
opin
ions
/sug
gest
ions
, mai
ntai
ning
ash
ares
info
rmat
ion/
opin
ions
/sug
gest
ions
, mai
ntai
ning
adi
scus
sion
bala
nce
betw
een
spea
king
and
list
enin
gba
lanc
e be
twee
n sp
eaki
ng a
nd li
sten
ing
liste
ns to
and
res
pect
s th
e vi
ews
of o
ther
slis
tens
to a
nd r
espe
cts
the
view
s of
oth
ers,
req
uest
ing
liste
ns to
and
res
pect
s th
e vi
ews
of o
ther
s, r
eque
stin
gcl
arif
icat
ion
as n
eces
sary
fro
m o
ther
gro
up m
embe
rscl
arif
icat
ion
as n
eces
sary
fro
m o
ther
gro
up m
embe
rs
Neg
otia
ting
and
Deb
atin
gN
egot
iatin
g an
d D
ebat
ing
Neg
otia
ting
and
Deb
atin
gpr
esen
ts a
con
vinc
ing
argu
men
t in
logi
cal s
eque
nce
pres
ents
a c
onvi
ncin
g ar
gum
ent i
n lo
gica
l seq
uenc
epr
esen
ts a
con
vinc
ing
argu
men
t in
logi
cal s
eque
nce
supp
ortin
g a
posi
tion
adop
ted
on th
e is
sue
supp
ortin
g a
posi
tion
adop
ted,
con
veyi
ng p
oint
s in
ord
ersu
ppor
ting
a po
sitio
n ad
opte
d, c
onve
ying
poi
nts
in o
rder
of im
port
ance
of im
port
ance
and
bac
king
eac
h w
ith s
ound
evi
denc
epr
ovid
es a
rel
evan
t res
pons
e to
opp
osin
g ar
gum
ents
prov
ides
a r
elev
ant a
nd c
onvi
ncin
g re
spon
se to
opp
osin
gpr
ovid
es a
rel
evan
t and
con
vinc
ing
rebu
ttal t
o op
posi
ngar
gum
ents
argu
men
ts
spea
ks c
lear
ly s
o th
e ar
gum
ent c
an b
e un
ders
tood
spea
ks c
lear
ly w
ithou
t hes
itatio
n so
the
argu
men
t can
be
spea
ks c
lear
ly w
ithou
t hes
itatio
n so
the
argu
men
t can
be
unde
rsto
odun
ders
tood
by
all l
iste
ners
esta
blis
hes
a sh
ared
und
erst
andi
ng o
f ke
y al
tern
ativ
es a
ndne
gotia
tes
a sh
ared
agr
eem
ent o
n pr
efer
red
alte
rnat
ives
nego
tiate
s a
shar
ed a
gree
men
t on
pref
erre
d al
tern
ativ
esco
nseq
uenc
es r
elev
ant t
o th
e is
sue
rele
vant
to th
e is
sue
by r
esol
ving
div
erge
nt p
oint
s of
vie
w
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
235
9p,
Nal
kj
CT
S, C
osm
etol
ogy
Stud
ies
/G.1
5(1
997)
ASS
ESS
ME
NT
FR
AM
EW
OR
K: P
RE
SEN
TA
TIO
NS/
RE
POR
TS
CT
SPR
E
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd f
ollo
ws
inst
ruct
ions
acc
urat
ely
sets
goa
ls a
nd d
escr
ibes
ste
ps to
ach
ieve
them
sets
goa
ls a
nd d
escr
ibes
ste
ps to
ach
ieve
them
resp
onds
to d
irec
ted
ques
tions
and
fol
low
s ne
cess
ary
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
fin
dus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
step
s to
fin
d an
swer
san
swer
san
swer
s
acce
sses
bas
ic in
-sch
ool/c
omm
unity
info
rmat
ion
sour
ces
acce
sses
a r
ange
of
rele
vant
in-s
choo
l/com
mun
ityac
cess
es a
ran
ge o
f re
leva
nt in
form
atio
n so
urce
s an
dre
sour
ces
reco
gniz
es w
hen
addi
tiona
l inf
orm
atio
n is
req
uire
d
inte
rpre
ts a
nd o
rgan
izes
info
rmat
ion
into
a lo
gica
lin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
ain
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
in c
reat
ive
sequ
ence
logi
cal s
eque
nce
and
thou
ghtf
ul w
ays
reco
rds
info
rmat
ion
accu
rate
ly, u
sing
cor
rect
tech
nica
lre
cord
s in
form
atio
n ac
cura
tely
with
app
ropr
iate
reco
rds
info
rmat
ion
accu
rate
ly, u
sing
app
ropr
iate
term
ssu
ppor
ting
deta
il an
d us
ing
corr
ect t
echn
ical
term
ste
chni
cal t
erm
s an
d su
ppor
ting
deta
il
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
y, p
rior
itizi
ng ta
sks
on a
cons
iste
nt b
asis
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
asse
sses
and
ref
ines
app
roac
h to
task
and
pro
ject
sta
tus
task
and
pro
ject
sta
tus
base
d on
fee
dbac
k an
d re
flec
tion
Pres
enta
tion
Pres
enta
tion
Pres
enta
tion
dem
onst
rate
s ef
fect
ive
use
of a
t lea
st o
ne m
ediu
m o
fde
mon
stra
tes
effe
ctiv
e us
e of
at l
east
two
com
mun
icat
ion
dem
onst
rate
s ef
fect
ive
use
of a
var
iety
of
com
mun
icat
ion
com
mun
icat
ion:
med
ia:
med
ia:
e.g.
, Wri
tten:
spel
ling,
pun
ctua
tion,
gra
mm
ar,
e.g.
, Wri
tten:
spel
ling,
pun
ctua
tion,
gra
mm
ar,
e.g.
, Wri
tten:
spel
ling,
pun
ctua
tion,
gra
mm
ar,
basi
c fo
rmat
form
at (
form
al/in
form
al)
form
at (
form
al/in
form
al,
tech
nica
l/lite
rary
)O
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
geO
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
ge,
Ora
l:vo
ice
proj
ectio
n, b
ody
lang
uage
,ap
pear
ance
appe
aran
ce, e
nthu
sias
m, e
vide
nce
of p
rior
pra
ctic
eA
udio
-Vis
ual:
tech
niqu
es, t
ools
Aud
io-V
isua
l:te
chni
ques
, too
ls, c
lari
tyA
udio
-Vis
ual:
tech
niqu
es, t
ools
, cla
rity
, spe
edan
d pa
cing
uses
cor
rect
gra
mm
atic
al c
onve
ntio
n an
d te
chni
cal t
erm
sm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
dsm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
dsth
roug
h pr
oofr
eadi
ng/e
ditin
gth
roug
h pr
oofr
eadi
ng a
nd e
ditin
gth
roug
h pr
oofr
eadi
ng a
nd e
ditin
gpr
ovid
es a
n in
trod
uctio
n th
at d
escr
ibes
the
purp
ose
of th
epr
ovid
es a
n in
trod
uctio
n th
at d
escr
ibes
the
purp
ose
and
prov
ides
an
intr
oduc
tion
that
des
crib
es th
e pu
rpos
e an
dpr
ojec
tsc
ope
of th
e pr
ojec
tsc
ope
of th
e pr
ojec
tco
mm
unic
ates
info
rmat
ion
in a
logi
cal s
eque
nce
com
mun
icat
es id
eas
into
a lo
gica
l seq
uenc
e w
ithco
mm
unic
ates
thou
ghts
/fee
lings
/idea
s cl
earl
y to
just
ify
orsu
ffic
ient
sup
port
ing
deta
ilch
alle
nge
a po
sitio
nst
ates
a c
oncl
usio
n ba
sed
on a
sum
mar
y of
fac
tsst
ates
a c
oncl
usio
n by
syn
thes
izin
g th
e in
form
atio
nst
ates
a c
oncl
usio
n by
ana
lyzi
ng a
nd s
ynth
esiz
ing
the
gath
ered
info
rmat
ion
gath
ered
prov
ides
a r
efer
ence
list
of
thre
e or
mor
e ba
sic
prov
ides
a r
efer
ence
list
that
incl
udes
fiv
e or
mor
egi
ves
evid
ence
of
adeq
uate
res
earc
h th
roug
h a
refe
renc
ein
form
atio
n so
urce
sre
leva
nt in
form
atio
n so
urce
slis
t inc
ludi
ng s
even
or
mor
e re
leva
nt in
form
atio
n so
urce
s
G.1
6/ C
osm
etol
ogy
Stud
ies,
CT
S 237
BE
ST
CO
PY
AV
AIL
AB
LE
238
Ass
essm
ent T
ools
41©
Alb
erta
Edu
catio
n, A
lb *
Can
ada
ASS
ESS
ME
NT
FR
AM
EW
OR
K: R
ESE
AR
CH
PR
OC
ESS
CT
SRE
S
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd f
ollo
ws
inst
ruct
ions
acc
urat
ely
sets
goa
ls a
nd e
stab
lishe
s st
eps
to a
chie
ve th
emse
ts c
lear
goa
ls a
nd e
stab
lishe
s st
eps
to a
chie
ve th
emad
here
s to
est
ablis
hed
timel
ines
crea
tes
and
adhe
res
to u
sefu
l tim
elin
escr
eate
s an
d ad
here
s to
det
aile
d tim
elin
esre
spon
ds to
dir
ecte
d qu
estio
ns a
nd f
ollo
ws
nece
ssar
yus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
fin
dst
eps
to f
ind
answ
ers
answ
ers
answ
ers
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
y, p
rior
itizi
ng ta
sks
on a
cons
iste
nt b
asis
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gIn
form
atio
n G
athe
ring
and
Pro
cess
ing
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gac
cess
es b
asic
in-s
choo
l/com
mun
ity in
form
atio
n so
urce
sac
cess
es a
ran
ge o
f re
leva
nt in
-sch
ool/c
omm
unity
acce
sses
a r
ange
of
rele
vant
info
rmat
ion
sour
ces
and
reso
urce
sre
cogn
izes
whe
n ad
ditio
nal i
nfor
mat
ion
is r
equi
red
uses
one
or
mor
e in
form
atio
n-ga
ther
ing
tech
niqu
esus
es a
ran
ge o
f in
form
atio
n-ga
ther
ing
tech
niqu
esde
mon
stra
tes
reso
urce
fuln
ess
in c
olle
ctin
g da
ta
inte
rpre
ts a
nd o
rgan
izes
info
rmat
ion
in a
logi
cal s
eque
nce
inte
rpre
ts, o
rgan
izes
and
com
bine
s in
form
atio
n in
to a
inte
rpre
ts, o
rgan
izes
and
com
bine
s in
form
atio
n in
logi
cal s
eque
nce
crea
tive
and
thou
ghtf
ul w
ays
reco
rds
info
rmat
ion
accu
rate
ly, u
sing
cor
rect
tech
nica
lre
cord
s in
form
atio
n ac
cura
tely
with
app
ropr
iate
reco
rds
info
rmat
ion
accu
rate
ly w
ith a
ppro
pria
tete
rms
supp
ortin
g de
tail
and
usin
g co
rrec
t tec
hnic
al te
rms
supp
ortin
g de
tail
and
usin
g co
rrec
t tec
hnic
al te
rms
dist
ingu
ishe
s be
twee
n fa
ct a
nd f
ictio
n/op
inio
n/th
eory
dete
rmin
es a
ccur
acy/
curr
ency
/rel
iabi
lity
of in
form
atio
nre
cogn
izes
und
erly
ing
bias
/ass
umpt
ions
/val
ues
inso
urce
sin
form
atio
n so
urce
s
resp
onds
to f
eedb
ack
whe
n cu
rren
t app
roac
h is
not
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
asse
sses
and
ref
ines
app
roac
h to
the
task
and
pro
ject
wor
king
the
task
stat
us b
ased
on
feed
back
and
ref
lect
ion
Col
labo
ratio
n an
d T
eam
wor
kC
olla
bora
tion
and
Tea
mw
ork
Col
labo
ratio
n an
d T
eam
wor
kco
oper
ates
with
gro
up m
embe
rsco
oper
ates
with
gro
up m
embe
rsco
oper
ates
with
gro
up m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
shar
es w
ork
appr
opri
atel
y am
ong
grou
p m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s so
lutio
ns to
pro
blem
sne
gotia
tes
with
sen
sitiv
ity s
olut
ions
to p
robl
ems
disp
lays
eff
ectiv
e co
mm
unic
atio
n an
d le
ader
ship
ski
lls
Info
rmat
ion
Shar
ing
Info
rmat
ion
Shar
ing
Info
rmat
ion
Shar
ing
dem
onst
rate
s ef
fect
ive
use
of o
ne o
r m
ore
com
mun
icat
ion
dem
onst
rate
s ef
fect
ive
use
of tw
o or
mor
ede
mon
stra
tes
effe
ctiv
e us
e of
a v
arie
ty o
f co
mm
unic
atio
nm
edia
; e.g
., w
ritte
n, o
ral,
audi
o-vi
sual
com
mun
icat
ion
med
ia; e
.g.,
wri
tten,
ora
l, au
dio-
visu
alm
edia
; e.g
., w
ritte
n, o
ral,
audi
o-vi
sual
com
mun
icat
es in
form
atio
n in
a lo
gica
l seq
uenc
eco
mm
unic
ates
idea
s in
a lo
gica
l seq
uenc
e w
ith s
uffi
cien
tco
mm
unic
ates
thou
ghts
/fee
lings
/idea
s cl
earl
y to
just
ify
orsu
ppor
ting
deta
ilch
alle
nge
a po
sitio
nus
es c
orre
ct g
ram
mat
ical
con
vent
ion
and
tech
nica
l ter
ms
mai
ntai
ns a
ccep
tabl
e gr
amm
atic
al a
nd te
chni
cal s
tand
ards
mai
ntai
ns a
ccep
tabl
e gr
amm
atic
al a
nd te
chni
cal s
tand
ards
cite
s th
ree
or m
ore
basi
c in
form
atio
n so
urce
sci
tes
five
or
mor
e re
leva
nt in
form
atio
n so
urce
sgi
ves
evid
ence
of
adeq
uate
info
rmat
ion
gath
erin
g by
citin
g se
ven
or m
ore
rele
vant
info
rmat
ion
sour
ces
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
ET
;'Cos
met
olog
y St
udie
s /G
.17
(199
7)
ASS
ESS
ME
NT
FR
AM
EW
OR
K: L
AB
OPE
RA
TIO
NS
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Man
agem
ent
Man
agem
ent
Man
agem
ent
prep
ares
sel
f fo
r le
sson
prep
ares
sel
f fo
r le
sson
prep
ares
sel
f fo
r le
sson
orga
nize
s an
d w
orks
in a
n or
derl
y m
anne
ror
gani
zes
and
wor
ks in
an
orde
rly
man
ner
orga
nize
s an
d w
orks
in a
n or
derl
y m
anne
rca
rrie
s ou
t ins
truc
tions
acc
urat
ely
inte
rpre
ts a
nd c
arri
es o
ut in
stru
ctio
ns a
ccur
atel
yin
terp
rets
and
car
ries
out
inst
ruct
ions
acc
urat
ely
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
y an
d in
a lo
gica
l seq
uenc
em
eets
sta
ndar
d in
cle
an-u
pm
eets
sta
ndar
d in
cle
an-u
pm
eets
sta
ndar
d in
cle
an-u
pad
here
s to
rou
tine
proc
edur
esdi
spla
ys le
ader
ship
in a
dher
ing
to r
outin
e pr
oced
ures
min
imiz
es w
aste
of
mat
eria
ls a
nd s
uppl
ies
Tea
mw
ork
Tea
mw
ork
Tea
mw
ork
coop
erat
es w
ith p
eers
coop
erat
es w
ith p
eers
and
clie
nts
coop
erat
es w
ith p
eers
, clie
nts
and
othe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
shar
es w
ork
appr
opri
atel
y am
ong
grou
p m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s so
lutio
ns to
pro
blem
sne
gotia
tes
with
sen
sitiv
ity s
olut
ions
to p
robl
ems
disp
lays
eff
ectiv
e co
mm
unic
atio
n sk
ills
Safe
ty a
nd S
anita
tion
Safe
ty a
nd S
anita
tion
Safe
ty a
nd S
anita
tion
dem
onst
rate
s ac
cept
able
per
sona
l hyg
iene
take
s re
spon
sibi
lity
for
pers
onal
hyg
iene
mod
els
appr
opri
ate
pers
onal
hyg
iene
hand
les
mat
eria
ls a
nd e
quip
men
t hyg
ieni
cally
hand
les
mat
eria
ls a
nd e
quip
men
t hyg
ieni
cally
hand
les
and
stor
es m
ater
ials
and
equ
ipm
ent h
ygie
nica
llyha
ndle
s eq
uipm
ent a
nd to
ols
safe
lyha
ndle
s eq
uipm
ent a
nd to
ols
safe
lyde
mon
stra
tes
conc
ern
for
self
and
oth
ers
in th
e sa
fem
aint
ains
a s
afe
and
hygi
enic
wor
k st
atio
nha
ndlin
g of
tool
s an
d eq
uipm
ent
mai
ntai
ns a
saf
e an
d hy
gien
ic w
ork
envi
ronm
ent
Prep
arat
ion
Tec
hniq
ues
Prep
arat
ion
Tec
hniq
ues
Prep
arat
ion
Tec
hniq
ues
choo
ses
and
uses
app
ropr
iate
tool
s an
d eq
uipm
ent
choo
ses
and
uses
app
ropr
iate
tool
s an
d eq
uipm
ent
choo
ses
and
uses
app
ropr
iate
tool
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osm
etol
ogy
Stud
ies,
CT
S
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241
242
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essm
ent T
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w r
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and
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espe
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ques
ting
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onve
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ithpr
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t res
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out h
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.g.,
defe
rrin
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se
Ass
essm
ent T
ools
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lber
ta E
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tion,
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, Can
ada
243
CT
S, C
osm
etol
ogy
Stud
ies
/G.1
9
244
(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
Basic Competency Sub-competenciesRating
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.
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 2 in each Basic Competency.
Assessment Tools CTS, Cosmetology Studies /G.21©Alberta Education, Alberta, Canada 246 (1997)
PRACTICAL EXPERIENCES: CHECKLIST FOR STUDENT COSPRAC-3PERFORMANCE (Advanced Level)
Student:
Module/Activity:
Basic Competency Sub-competenciesRating
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
Basic Competency Sub-competenciesRating
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.
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 3 in each Basic Competency.
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
CO
SME
TO
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UD
IES
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EM
AT
IC A
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me:
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es a
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ent:
ID#:
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:
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elow
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par
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Lea
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and
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ater
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and
/or
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and
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ools
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orks
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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
010
Min
imum
Stan
dard
Rat
ing
1
App
eara
nce
as a
Mod
e of
Com
mun
icat
ion
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
defi
ne "
groo
min
g" a
nd d
escr
ibe
it fr
om th
e fo
llow
ing
poin
ts o
f re
view
: cul
tura
l,pe
rson
al, c
lass
mat
es, w
orld
of
wor
kid
entif
y gr
oom
ing
prac
tices
/con
ditio
ns th
at a
ffec
t ver
bal a
nd n
onve
rbal
com
mun
icat
ion
to s
elf
and
othe
rsde
scri
be g
room
ing
prac
tices
that
con
trib
ute
to h
ealth
fuln
ess
and
wel
l-be
ing
inho
me,
sch
ool a
nd w
orkp
lace
situ
atio
nsde
fine
pra
ctic
es r
elat
ing
to:
pers
onal
and
pub
lic h
ygie
nesa
nita
tion
and
ster
iliza
tion
of to
ols
and
equi
pmen
t.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada 25
2
AD
VA
NC
ED
CO
S301
0M
inim
umSt
anda
rdR
atin
g
3
The
Cos
met
olog
y In
dust
ryO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
inve
stig
ate,
ana
lyze
and
des
crib
e se
ctor
s of
the
indu
stry
list a
nd d
escr
ibe
the
wor
k pe
rfor
med
in e
ach
sect
orid
entif
y an
d de
scri
be f
acto
rs th
at m
ay h
ave
led
to c
urre
nt tr
ends
in th
e co
smet
olog
yin
dust
ryfo
r ea
ch s
ecto
r of
the
indu
stry
, des
crib
e:cu
rren
t car
eer
oppo
rtun
ities
proj
ecte
d ca
reer
opp
ortu
nitie
sen
trep
rene
uria
l car
eer
oppo
rtun
ities
.
CT
S, C
osm
etol
ogy
Stud
ies
/G.2
725
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)
Min
imum
Stan
dard
Rat
ing
Pers
onal
Gro
omin
g Pl
anO
bser
ved
Perf
orm
ance
Rat
ing
1T
he s
tude
nt is
abl
e to
:
desc
ribe
per
sona
l hyg
iene
com
pone
nts
of g
room
ing:
ski
n an
d ha
ir c
are,
fac
ial c
are,
hand
and
nai
l car
ede
scri
be o
ther
com
pone
nts
of g
room
ing
that
con
trib
ute
to h
ealth
fuln
ess
and
wel
l-be
ing
incl
udin
g: p
ostu
re, e
xerc
ise,
res
t, nu
triti
onde
scri
be f
acto
rs a
ffec
ting
groo
min
g ch
oice
s an
d pr
actic
esde
scri
be g
room
ing
prod
ucts
and
impl
emen
ts f
or p
erso
nal a
nd p
rofe
ssio
nal u
seus
e in
form
ed d
ecis
ion-
mak
ing
skill
s in
the
sele
ctio
n an
d us
e of
gro
omin
g pr
oduc
tsan
d im
plem
ents
and
rec
ogni
ze th
eir
envi
ronm
enta
l im
pact
.
Min
imum
Stan
dard
Rat
ing
Pers
onal
Gro
omin
g Pr
actic
esO
bser
ved
Perf
orm
ance
Rat
ing
1T
he s
tude
nt is
abl
e to
:
dem
onst
rate
per
sona
l gro
omin
g pr
actic
es r
elat
ing
to h
air
care
, fac
ial c
are,
han
d an
dna
il ca
re.
solv
e gr
oom
ing
prob
lem
s an
d ev
alua
te g
room
ing
prac
tices
.
CO
STA
T10
10/3
010
Min
imum
Stan
dard
Rat
ing
3
Ent
ry-l
evel
Qua
lific
atio
nsO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
desc
ribe
ent
ry-l
evel
qua
lific
atio
ns f
or e
ach
sect
or o
f th
e in
dust
ryde
scri
be a
nd d
emon
stra
te in
terp
erso
nal a
nd c
omm
unic
atio
n sk
ills
requ
ired
by
prof
essi
onal
cos
met
olog
ists
list a
nd d
escr
ibe
ethi
cal b
ehav
iour
s ex
pect
ed o
f pr
ofes
sion
al c
osm
etol
ogis
tssu
gges
t pos
sibl
e co
nseq
uenc
es o
f et
hica
l and
une
thic
al b
ehav
iour
to th
e:in
divi
dual
cos
met
olog
ist
busi
ness
ope
ratio
nco
smet
olog
y in
dust
ry.
CO
MM
EN
TS:
G.2
8/ C
osm
etol
ogy
Stud
ies,
CT
S(1
990
254
255
Ass
essm
ent T
ools
0©
Alb
erta
Edu
catio
n, A
lbC
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
020:
:H
air
Gra
phic
s 1
CO
S201
0: H
air
Gra
phic
s 2
CO
S302
0: L
ong
Hai
r G
raph
ics
The
me:
Hai
r an
d Sc
alp
Car
e
Stud
ent:
ID#:
CO
STA
T10
20/2
010/
3020
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
RO
DU
CT
OR
Y C
OS1
020
Min
imum
Stan
dard
Rat
ing
1
Tec
hniq
ues
Use
d to
Cre
ate
Hai
r G
raph
ics
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
dem
onst
rate
con
trol
, dir
ect a
nd p
art h
air
dem
onst
rate
cor
rect
han
dlin
g of
impl
emen
ts to
cont
rol,
dire
ct a
nd p
art h
air
crea
te s
trai
ght,
curv
ed a
nd d
iago
nal p
artin
gs
INT
ER
ME
DIA
TE
CO
S201
0M
inim
umSt
anda
rdR
atin
g
2
Hai
r G
raph
ics
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
dem
onst
rate
con
trol
, dir
ect a
nd p
art h
air
dem
onst
rate
cor
rect
han
dlin
g of
impl
emen
ts to
cont
rol,
dire
ct a
nd p
art h
air
crea
te s
trai
ght,
curv
ed a
nd d
iago
nal p
artin
gs
AD
VA
NC
ED
CO
S302
0M
inim
umSt
anda
rdR
atin
g
3
Des
ign
and
Cre
ate
Lon
gH
air
Gra
phic
s
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
dem
onst
rate
con
trol
, dir
ect a
nd p
art h
air
dem
onst
rate
cor
rect
han
dlin
g of
impl
emen
ts to
con
trol
,di
rect
and
par
t hai
rcr
eate
str
aigh
t, cu
rved
and
dia
gona
l par
tings
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
256
257
CT
S, C
osm
etol
ogy
Stud
ies
/G.2
9(1
997)
Obs
erve
dPe
rfor
man
ceR
atin
g
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
Tec
hniq
ues
Use
d to
Cre
ate
Hai
r G
raph
ics
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
crea
te h
air
grap
hics
:si
ngle
-str
and
rope
sdo
uble
-str
and
rope
str
iple
-str
and
rope
scr
eate
and
sec
ure
a va
riet
y of
rop
ings
two
stra
nd, p
onyt
ail,
fish
tail
thre
e st
rand
, vis
ible
, inv
isib
le u
se tw
o or
mor
e ha
irgr
aphi
cs to
cre
ate
and
secu
re a
hai
rsty
le.
Min
imum
Stan
dard
Rat
ing
1
Safe
ty a
nd S
anita
tion
The
stu
dent
is a
ble
to:
follo
w s
afe
and
sani
tary
pra
ctic
es w
hen
usin
gm
ater
ials
to r
ope,
kno
t and
bra
id h
air
mai
ntai
n a
clea
n, s
afe
wor
k ar
eacl
ean
and
retu
rn im
plem
ents
and
mat
eria
ls to
prop
er s
tora
ge a
rea
afte
r us
e.
Min
imum
Stan
dard
Rat
ing
2
Hai
r G
raph
ics
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
crea
te a
nd s
ecur
e a
vari
ety
of h
air
grap
hics
:fo
ur-s
tran
d br
aids
six-
stra
nd b
raid
sei
ght-
stra
nd b
raid
scr
eate
sym
met
rica
l hai
rsty
les
by c
ombi
ning
thre
e or
mor
e di
ffer
ent h
air
grap
hics
tech
niqu
esre
mov
e gr
aphi
cs f
rom
hai
r w
ithou
t dam
age
to h
air
crea
te h
air
grap
hics
:si
ngle
-str
and
rope
sdo
uble
-str
and
rope
str
iple
-str
and
rope
scr
eate
and
sec
ure
a va
riet
y of
rop
ings
use
two
or m
ore
hair
gra
phic
s to
cre
ate
and
secu
re a
hair
sty
le.
Min
imum
Stan
dard
Rat
ing
2
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
es w
hen
usin
gm
ater
ials
to r
ope,
kno
t and
bra
id h
air
mai
ntai
n a
clea
n, s
afe
wor
k ar
eacl
ean
and
retu
rn im
plem
ents
and
mat
eria
ls to
pro
per
stor
age
area
aft
er u
sest
erili
ze im
plem
ents
, whe
re n
eces
sary
.
CO
STA
T10
20/2
010/
3020
Min
imum
Stan
dard
Rat
ing
3
Des
ign
and
Cre
ate
Lon
gH
air
Gra
phic
s(c
ontin
ued)
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
crea
te a
nd s
ecur
e a
vari
ety
of h
air
grap
hics
:fo
ur-s
tran
d br
aids
six-
stra
nd b
raid
sei
ght-
stra
nd b
raid
scr
eate
sym
met
rica
l hai
rsty
les
by c
ombi
ning
thre
e or
mor
e di
ffer
ent h
air
grap
hics
tech
niqu
esre
mov
e gr
aphi
cs f
rom
hai
r w
ithou
t dam
age
to h
air
dem
onst
rate
hai
r ha
ndlin
g, b
rush
ing
and
com
bing
crea
te s
ymm
etri
cal a
nd a
sym
met
rica
l lon
g ha
ir g
raph
ics
for:
day
brid
alev
enin
g.
Min
imum
Stan
dard
Rat
ing
3
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
es w
hen
usin
g m
ater
ials
to r
ope,
kno
t and
bra
id h
air
mai
ntai
n a
clea
n, s
afe
wor
k ar
eacl
ean
and
retu
rn im
plem
ents
and
mat
eria
ls to
pro
per
stor
age
area
aft
er u
sest
erili
ze im
plem
ents
, whe
re n
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
essm
ent T
ools
to©
Alb
erta
Edu
catio
n, A
lb e
Can
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
1020
/201
0302
0
Min
imum
Stan
dard
Rat
ing
3
Des
ign
and
Cre
ate
Lon
gH
air
Gra
phic
s
Obs
erve
dPe
rfor
man
ceR
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
aran
ce o
f lo
ng h
air
grap
hics
dem
onst
rate
a v
arie
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
nt's
" ex
pect
atio
ns f
or b
oth
exec
utio
n an
dfi
nish
.
CO
MM
EN
TS:
260
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.3
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
030:
:H
air
and
Scal
p C
are
1C
OS2
020:
Hai
r an
d Sc
alp
Car
e 2
CO
S303
0: H
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
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.
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.
INT
RO
DU
CT
OR
Y C
OS1
030
Min
imum
Stan
dard
Rat
ing
1
Hai
r an
d Sc
alp
Car
eO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
anal
yze
hair
and
sca
lppe
rfor
m h
air
and
scal
p tr
eatm
ents
drap
e "c
lient
"bl
ock
hair
in f
our
sect
ion
dem
onst
rate
pro
per
brus
hing
tech
niqu
es p
erfo
rms
scal
p m
anip
ulat
ions
perf
orm
sha
mpo
o
INT
ER
ME
DIA
TE
CO
S202
0M
inim
umSt
anda
rdR
atin
g
2
Hai
r an
d Sc
alp
Car
eO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
's a
ble
to:
anal
yze
hair
and
sca
lpse
lect
app
ropr
iate
mat
eria
lsco
nsul
t with
clie
nt a
nd r
ecom
men
d ap
prop
riat
epr
oduc
tsdr
ape
and
prot
ect c
lient
bloc
k ha
ir in
fou
r se
ctio
nsde
mon
stra
te p
rope
r br
ushi
ng te
chni
que
AD
VA
NC
ED
CO
S303
0M
inim
umSt
anda
rdR
atin
g
3
Hai
r an
d Sc
alp
Ana
lysi
sO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
anal
yze
hair
and
sca
lp to
det
erm
ine
the
cond
ition
sele
ct a
nd p
repa
re tr
eatm
ent p
rodu
ct te
chno
logi
es a
ndap
plic
atio
n im
plem
ents
app
ropr
iate
to th
e co
nditi
on o
fth
e ha
ir a
nd s
calp
drap
e an
d pr
otec
t "cl
ient
"as
sist
clie
nt to
and
fro
m s
ham
poo
area
sele
ct a
ppro
pria
te s
ham
poo
to c
ondi
tion
hair
and
sca
lp
G.3
2/ C
osm
etol
ogy
Stud
ies,
CT
S 262
263
Ass
essm
ent T
ools
40..©
Alb
erta
Edu
catio
n, A
lb-
r'ana
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
Hai
r an
d Sc
alp
Car
e
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
1 set,
dry
and
fini
sh h
air.
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
:
mai
ntai
n cl
ean
and
safe
wor
k ar
easa
nitiz
e an
d re
turn
equ
ipm
ent t
o pr
oper
sto
rage
area
.
Min
imum
Stan
dard
Rat
ing
Hai
r an
d Sc
alp
Car
e
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
2 appl
y co
nditi
oner
perf
orm
sca
lp m
anip
ulat
ion
assi
st c
lient
to a
nd f
rom
sha
mpo
o ar
ease
lect
app
ropr
iate
sha
mpo
o to
con
ditio
n ha
ir a
ndsc
alp
perf
orm
sca
lp m
anip
ulat
ions
perf
orm
a c
ompl
ete
sham
poo
blow
dry
and
com
b ha
ir in
to a
sty
le.
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 's
abl
e to
:
follo
w s
afe
and
sani
tary
pra
ctic
espr
otec
t clie
nt w
hile
per
form
ing
serv
ices
follo
w s
afe
and
sani
tary
sha
mpo
oing
pra
ctic
esdi
spos
e of
was
te m
ater
ial i
n an
env
iron
men
tally
saf
em
anne
r.
CO
STA
T10
30/2
020/
3030
Min
imum
Stan
dard
Rat
ing
Hai
r an
d Sc
alp
Ana
lysi
s
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
3 perf
orm
s sc
alp
man
ipul
atio
nspe
rfor
m a
com
plet
e sh
ampo
o to
clie
nt's
sat
isfa
ctio
npe
rfor
m s
urfa
ce a
nd p
enet
ratin
g co
nditi
onin
gtr
eatm
ents
blow
dry
and
fin
ish
hair
to c
lient
's s
atis
fact
ion.
Min
imum
Stan
dard
Rat
ing
Safe
ty a
nd S
anita
tion
Obs
erve
dPe
rfor
man
ceR
atin
g
4T
he s
tude
nt is
abl
e to
:
follo
w s
afe
and
sani
tary
pra
ctic
espr
otec
t clie
nt w
hile
per
form
ing
serv
ices
follo
w s
afe
and
sani
tary
sha
mpo
oing
pra
ctic
esdi
spos
e of
was
te m
ater
ial i
n an
env
iron
men
tally
saf
em
anne
r.
CO
MM
EN
TS:
264
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
2E5
CT
S, C
osm
etol
ogy
Stud
ies
/G.3
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:
For
min
g &
Fin
ishi
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
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
s in
a se
lf-d
irec
ted
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
040
Min
imum
Stan
dard
Rat
ing
1
Sele
ctio
n an
d U
se o
fE
quip
men
t
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
drap
e cl
ient
for
dry
ser
vice
rem
ove
drap
ing
afte
r co
mpl
etin
g se
rvic
e.
G.3
4Akm
etol
ogy
Stud
ies,
CT
S 26
6(1
991.
INT
ER
ME
DIA
TE
CO
S203
0M
inim
umSt
anda
rdR
atin
g
2
Sele
ctio
n an
d U
se o
fE
quip
men
t and
Mat
eria
l
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
's a
ble
to:
drap
e cl
ient
for
dry
ser
vice
rem
ove
drap
ing
afte
r co
mpl
etin
g se
rvic
ese
lect
and
app
ly m
ater
ials
use
d to
ass
ist i
n fo
rmin
gha
ir: g
els,
mou
sses
, lot
ions
sele
ct a
nd a
pply
mat
eria
ls u
sed
in f
inis
hing
hai
r:sp
ray,
shi
ne.
AD
VA
NC
ED
CO
S304
0/C
OS3
070
Min
imum
Stan
dard
Rat
ing
3
Clie
nt S
ervi
ceO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
gree
t clie
nt a
nd in
trod
uce
self
follo
w s
hop
polic
y w
ith c
lient
ass
ista
nce
cons
ult w
ith c
lient
to d
eter
min
e re
quir
e se
rvic
e ba
sed
on: ne
eds
wan
tsco
stan
alys
is 267
rt©
Alb
ea 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
Form
ing
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
dem
onst
rate
saf
e ha
ndlin
g of
hai
r fo
rmin
gim
plem
ents
:bl
ow-d
ryer
curl
ing
iron
rolle
rsfi
nger
wav
esde
mon
stra
te u
se o
f bl
ow-d
ryer
to d
ry, c
ontr
ol,
dire
ct, s
hape
hai
rde
mon
stra
te o
n ba
se r
olle
r pl
acem
ent
dem
onst
rate
with
use
of
a co
mb:
sim
ple
shap
ing
a se
ctio
n of
fin
gerw
aves
.
268
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
Min
imum
Stan
dard
Rat
ing
Form
ing
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
dem
onst
rate
saf
e ha
ndlin
g of
hai
r fo
rmin
gim
plem
ents
blow
-dry
ercu
rlin
g ir
onro
llers
fing
erw
aves
dem
onst
rate
use
of
blow
-dry
er to
dry
, con
trol
,di
rect
, sha
pe h
air
dem
onst
rate
on
base
rol
ler
plac
emen
tbl
ow w
ave/
styl
e ha
ir in
to p
refe
rred
sty
leus
ing
a cu
rlin
g ir
on f
orm
a v
arie
ty o
f se
tsde
mon
stra
ting:
righ
t-go
ing
wav
ele
ft-g
oing
wav
eco
nnec
ting
wav
estw
o-lo
op te
chni
ques
on
long
hai
rde
mon
stra
te w
ith u
se o
f a
com
b:si
mpl
e sh
apin
ga
sect
ion
of f
inge
rwav
esde
mon
stra
te r
olle
r se
ts:
on b
ase
half
bas
eof
f ba
sefo
rm a
var
iety
of
sets
usi
ng a
ppro
pria
te r
olle
rpl
acem
ents
dem
onst
rate
the
prop
er u
se o
f fa
sten
ers
to s
ecur
e pi
ncu
rls
crea
te a
var
iety
of
part
ial a
nd w
hole
hea
d ef
fect
sde
mon
stra
te h
oriz
onta
l, di
agon
al, c
ircu
lar
and
vert
ical
fin
gerw
aves
.
CO
STA
T10
40/2
030/
3040
/307
0
Min
imum
Stan
dard
Rat
ing
Clie
nt S
ervi
ce
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g3 pr
epar
e cl
ient
for
ser
vice
drap
e cl
ient
for
dry
ser
vice
rem
ove
drap
ing
afte
r co
mpl
etin
g se
rvic
ede
mon
stra
te c
ompl
ete
sham
poo
perf
orm
rec
omm
ende
d co
nditi
onin
g tr
eatm
ent.
Min
imum
Stan
dard
Rat
ing
Form
ing
Obs
erve
dPe
rfor
man
ceR
atin
g3
The
stu
dent
is a
ble
to:
dem
onst
rate
saf
e ha
ndlin
g of
hai
r fo
rmin
g im
plem
ents
blow
-dry
ercu
rlin
g ir
onro
llers
fing
erw
aves
dem
onst
rate
use
of
blow
-dry
er to
dry
, con
trol
, dir
ect,
shap
e ha
irde
mon
stra
te r
olle
r pl
acem
ents
:on
bas
eha
lf b
ase
off
base
blow
wav
e/st
yle
hair
into
pre
ferr
ed s
tyle
usin
g a
curl
ing
iron
for
m a
var
iety
of
sets
dem
onst
ratin
gri
ght-
goin
g w
ave
left
-goi
ng w
ave
conn
ectin
g w
aves
two-
loop
tech
niqu
es o
n lo
ng h
air
form
hai
r us
ing
appr
opri
ate
form
ing
impl
emen
ts to
prod
uce
desi
red
styl
e.
269 C
TS,
Cos
met
olog
y St
udie
s /G
.35
(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
1
Fini
shin
g
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
dem
onst
rate
fin
ishi
ng te
chni
ques
:ba
ck b
rush
ing
back
com
bing
shap
ing.
G.3
6/sm
etol
ogy
Stud
ies,
CT
S(1
9927
0
Min
imum
Stan
dard
Rat
ing
2Fi
nish
ing
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
's a
ble
to:
dem
onst
rate
fin
ishi
ng te
chni
ques
back
bru
shin
gba
ck c
ombi
ngsh
apin
gus
e a
curl
ing
iron
to f
inis
h a
vari
ety
of s
ets
dem
onst
ratin
g:ri
ght-
goin
g w
aves
left
-goi
ng w
aves
conn
ectin
g w
aves
two-
loop
tech
niqu
esfi
nish
a v
arie
ty o
f pa
rtia
l and
who
le h
ead
pin
curl
sets
fini
sh a
var
iety
of
rolle
r se
ts.
BE
ST
CO
PY
AV
AIL
AB
LE
CO
STA
T10
40/2
030/
3040
/307
0
Min
imum
Stan
dard
Rat
ing
Fini
shin
g
Obs
erve
dPe
rfor
man
ceR
atin
g
3T
he s
tude
nt w
ill:
fini
sh h
air
usin
g ap
prop
riat
e fm
ishi
ng im
plem
ents
topr
oduc
e de
sire
d st
yle
dete
rmin
e cl
ient
's le
vel o
f sa
tisfa
ctio
nO
sug
gest
fut
ure
appo
intm
ents
or
serv
ices
.
Min
imum
Stan
dard
Rat
ing
Prom
otio
n of
Hai
r an
dSc
alp
Prod
ucts
Obs
erve
dPe
rfor
man
ceR
atin
g
3T
he s
tude
nt w
ill:
advi
se c
lient
s of
ava
ilabl
e re
tail
prod
ucts
for
sca
lp a
ndha
ir c
are
disc
uss
with
"cl
ient
s" th
e be
nefi
ts o
f re
com
men
ded
prod
ucts
esta
blis
h da
ta b
ase
for
each
clie
nt
271
Ass
essm
e t 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
1
Safe
ty a
nd S
anita
tion
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
dem
onst
rate
saf
e an
d sa
nita
ry h
andl
ing
of h
air
form
ing
impl
emen
ts to
pro
tect
:se
lfcl
ient
othe
rm
aint
ain
a cl
ean,
saf
e w
ork
area
.
Min
imum
Stan
dard
Rat
ing
2Sa
fety
and
San
itatio
n
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
will
:
dem
onst
rate
saf
e an
d sa
nita
ry h
andl
ing
of h
air
form
ing
impl
emen
ts to
pro
tect
:se
lfcl
ient
othe
rm
aint
ain
a cl
ean,
saf
e w
ork
area
dem
onst
rate
app
ropr
iate
san
itatio
n an
d sa
fety
prac
tices
fol
low
ed b
efor
e, d
urin
g an
d af
ter
usin
g:pi
n cu
rls
fast
ener
sro
llers
curl
ing
iron
sfi
nish
ing
tool
s.
CO
STA
T10
40/2
030/
3040
/307
0
Min
imum
Stan
dard
Rat
ing
3Sa
fety
and
San
itatio
n
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
will
:
dem
onst
rate
saf
e an
d sa
nita
ry h
andl
ing
of h
air
form
ing
impl
emen
ts to
pro
tect
:se
lfcl
ient
othe
rm
aint
ain
a cl
ean,
saf
e w
ork
area
dem
onst
rate
app
ropr
iate
san
itatio
n an
d sa
fety
pra
ctic
esfo
llow
ed b
efor
e, d
urin
g an
d af
ter
usin
g:pi
n cu
rls
fast
ener
sro
llers
curl
ing
iron
sfi
nish
ing
tool
ssa
nitiz
e an
d re
turn
impl
emen
ts to
sto
rage
disp
ose
of w
aste
mat
eria
ls in
an
envi
ronm
enta
lly s
afe
man
ner.
CO
MM
EN
TS:
272
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
273
CT
S, C
osm
etol
ogy
Stud
ies
/G.3
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
OS1
050:
:Pe
rman
ent W
avin
g 1
(The
Phy
sica
l Pro
cess
)C
OS2
060:
Per
man
ent W
avin
g 2
(Col
d W
avin
g)C
OS3
080:
Per
man
ent W
avin
g 5
(Des
igne
r)
The
me:
Che
mic
al S
ervi
ces:
Per
man
ent W
avin
g
Stud
ent:
ID#:
CO
STA
T10
50/2
060/
3080
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
050
Min
imum
Stan
dard
Rat
ing
Phys
ical
Pro
cess
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
iden
tify
and
desc
ribe
ava
ilabl
e pe
rman
ent w
avin
gte
chni
ques
iden
tify
and
desc
ribe
maj
or s
teps
in th
e ph
ysic
alpr
oces
s:se
ctio
ning
bloc
king
wra
ppin
gw
indi
ngse
curi
ng
INT
ER
ME
DIA
TE
CO
S206
0M
inim
umSt
anda
rdR
atin
g2
Tec
hniq
ues
and
Eff
ects
of C
old
Wav
ing
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
iden
tify
and
desc
ribe
ava
ilabl
e pe
rman
ent w
avin
gte
chni
ques
iden
tify
and
desc
ribe
maj
or s
teps
in th
e ph
ysic
al a
ndch
emic
al p
roce
sses
:se
ctio
ning
bloc
king
wra
ppin
gw
indi
ngse
curi
ng
AD
VA
NC
ED
CO
S308
0M
inim
umSt
anda
rdR
atin
g3
Des
igne
r Pe
rman
ent
Wav
ing
Tec
hniq
ues
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
iden
tify
and
desc
ribe
ava
ilabl
e pe
rman
ent w
avin
gte
chni
ques
iden
tify
and
desc
ribe
maj
or s
teps
in th
e ph
ysic
al a
ndch
emic
al p
roce
sses
:se
ctio
ning
bloc
king
wra
ppin
gw
indi
ngse
curi
ng
Stud
ies,
CT
S(1
927
427
5A
sses
sc.
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
Phys
ical
Pro
cess
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
iden
tify
shap
es a
nd s
izes
of
conv
entio
nal a
ndun
conv
entio
nal p
erm
anen
t wav
ing
tool
sid
entif
y cu
rl e
ffec
ts o
f co
nven
tiona
l and
unco
nven
tiona
l per
man
ent w
avin
g to
ols.
Min
imum
Stan
dard
Rat
ing
2
Tec
hniq
ues
and
Eff
ects
of C
old
Wav
ing
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
's a
ble
to:
iden
tify
and
desc
ribe
sha
pes
and
size
s of
conv
entio
nal a
nd u
ncon
vent
iona
l per
man
ent w
avin
gto
ols
iden
tify
and
desc
ribe
cur
l eff
ects
of
conv
entio
nal
and
unco
nven
tiona
l per
man
ent w
avin
g to
ols
dist
ingu
ish
betw
een
cold
wav
ing
and
heat
wav
ing
desc
ribe
the
rela
tions
hip
betw
een
phys
ical
and
chem
ical
pro
cess
esid
entif
y pr
oduc
ts/c
hem
ical
s us
ed to
per
man
ently
wav
e ha
irde
scri
be p
hysi
cal a
nd c
hem
ical
act
ions
of
acid
and
alka
li pe
rman
ent w
avin
g ch
emic
als
and
neut
raliz
ers
on h
air
and
scal
pde
scri
be h
ow h
air
stru
ctur
e an
d sc
alp
cond
ition
affe
ct c
hoic
es o
f so
lutio
ns.
CO
STA
T10
50/2
060/
3080
Min
imum
Stan
dard
Rat
ing
3
Des
igne
r Pe
rman
ent
Wav
ing
Tec
hniq
ues
(con
tinue
d)
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
iden
tify
shap
es a
nd s
izes
of
conv
entio
nal a
ndun
conv
entio
nal p
erm
anen
t wav
ing
tool
sid
entif
y cu
rl e
ffec
ts o
f co
nven
tiona
l and
unco
nven
tiona
l per
man
ent w
avin
g to
ols
dist
ingu
ish
betw
een
cold
wav
ing
and
heat
wav
ing
desc
ribe
the
rela
tions
hip
betw
een
phys
ical
and
chem
ical
pro
cess
esid
entif
y an
d di
stin
guis
h am
ong
prod
ucts
/che
mic
als
used
to p
erm
anen
tly w
ave
hair
expl
ain
the
phys
ical
and
che
mic
al a
ctio
ns o
f ac
id a
ndal
kali
perm
anen
t wav
ing
chem
ical
s an
d ne
utra
lizer
s on
hair
and
sca
lpde
scri
be h
ow h
air
stru
ctur
e an
d sc
alp
cond
ition
aff
ect
choi
ces
of s
olut
ions
iden
tify
and
desc
ribe
the
purp
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
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
eaid
entif
y an
d fo
llow
pro
cedu
res
for
alle
rgic
and
sens
itivi
ty r
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
a cl
ean
and
safe
wor
k ar
eaid
entif
y an
d fo
llow
pro
cedu
res
for
alle
rgic
and
sens
itivi
ty r
eact
ions
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
es u
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
ials
& 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
:
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
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
9928
2
INT
ER
ME
DIA
TE
CO
S212
0M
inim
umSt
anda
rdR
atin
g
2
Faci
al C
ondi
tions
,Sh
apes
and
Fea
ture
s
Obs
erve
dPe
rfor
man
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
imum
Stan
dard
Rat
ing
2
Clie
nt O
rien
tatio
nO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
mee
t and
gre
et c
lient
dete
rmin
e cl
ient
nee
ds th
roug
h an
alys
is a
ndco
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
OO
L (
cont
inue
d)C
OST
AT
1060
/212
0/21
30/2
140
Stan
dard
Rat
ing
Skin
Typ
es a
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
ses.
Min
imum
Stan
dard
Rat
ing
Skin
Car
e C
osm
etic
sO
bser
ved
Perf
orm
ance
Rat
ing
1T
he s
tude
nt is
abl
e to
:id
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
al C
ondi
tions
,Sh
apes
and
Fea
ture
s(c
ontin
ued)
Perf
orm
ance
Rat
ing
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
ing
2
Faci
al C
are
Serv
ices
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
asse
mbl
e ne
cess
ary
equi
pmen
t, m
ater
ials
and
cosm
etic
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
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
080
Min
imum
Stan
dard
Rat
ing
1
Des
ign
Bas
ic M
akeu
p
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to..
desc
ribe
bas
ic d
esig
n pr
oced
ures
with
out
pros
thes
espr
epar
e sk
etch
es, d
raw
ings
, mod
els
and
wor
kshe
ets
that
cha
ract
eriz
e th
e im
age
crea
ted.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
292
INT
ER
ME
DIA
TE
CO
S219
0M
inim
umSt
anda
rdR
atin
g
2
Des
ign
The
atri
cal
Mak
eup
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
's a
ble
to:
use
desi
gn p
rinc
iple
to p
repa
re d
raw
ings
, ske
tche
san
d/or
mod
els
to r
epre
sent
eac
h ch
arac
ter
prep
are
a w
orks
heet
for
eac
h ch
arac
ter
incl
udin
gin
form
atio
n ab
out m
akeu
p ap
plie
d in
clud
ing:
type
, col
our,
loca
tion
corr
ectiv
e or
cha
ract
erha
ir s
tyle
dist
ingu
ishi
ng m
arks
and
fea
ture
s.
AD
VA
NC
ED
CO
S324
0M
inim
umSt
anda
rdR
atin
g
3
Des
ign
The
atri
cal
Mak
eup
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to..
prep
are
deta
iled
wor
kshe
ets
for
each
imag
e ch
ange
whi
ch c
lear
ly id
entif
y th
e sp
ecif
ic im
age
chan
gepr
epar
e de
taile
d w
orks
heet
s fo
r ea
ch im
age
chan
gew
hich
cle
arly
iden
tify
the
imag
e to
be
crea
ted
prep
are
deta
iled
wor
kshe
ets
that
iden
tify
the
mat
eria
lsre
quir
edpr
epar
e de
taile
d w
orks
heet
s th
at id
entif
y th
ere
com
men
ded
proc
edur
es.
29S
CT
S, C
osm
etol
ogy
Stud
ies
/G.4
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)
Min
imum
Stan
dard
Rat
ing
Bas
ic P
rinc
iple
s
Obs
erve
dPe
rfor
man
ceR
atin
g
1T
he s
tude
nt is
abl
e to
:de
mon
stra
te u
se o
f lig
ht a
nd s
hade
to c
reat
e a
new
imag
ede
mon
stra
te u
se o
f lig
ht a
nd s
hade
to c
hang
e an
imag
eus
e pr
oduc
ts o
f de
sign
and
pla
nnin
g pr
oced
ures
as
a gu
ide
to c
reat
e ne
w h
and
imag
es.
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
:fo
llow
saf
e an
d sa
nita
ry p
ract
ices
whi
le u
sing
thea
tric
al m
akeu
pm
aint
ain
a cl
ean,
saf
e w
ork
area
sani
tize
and
retu
rn m
ater
ials
to p
rope
r st
orag
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
Exe
cute
The
atri
cal
Mak
eup
Obs
erve
dPe
rfor
man
ceR
atin
g
2T
he s
tude
nt 's
abl
e to
:ac
cess
all
mat
eria
ls a
nd im
plem
ents
prep
are
wor
k go
ods
form
and
fin
ish
hair
goo
dsus
ing
wor
kshe
ets
as a
gui
de, c
reat
e ch
arac
ter
imag
es
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
:fo
llow
saf
e an
d sa
nita
ry p
ract
ices
whi
le u
sing
thea
tric
al m
akeu
pm
aint
ain
a cl
ean,
saf
e w
ork
area
sani
tize
and
retu
rn m
ater
ials
to p
rope
r st
orag
edi
spos
e of
was
te m
ater
ials
in a
n en
viro
nmen
tally
safe
man
ner.
CO
STA
T10
80/2
190/
3240
Min
imum
Stan
dard
Rat
ing
Exe
cute
The
atri
cal
Mak
eup
Obs
erve
dPe
rfor
man
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:ac
cess
all
mat
eria
ls a
nd im
plem
ents
nec
essa
ry f
or th
ech
arac
ter
prep
are
wor
k go
ods
and
mat
eria
ls r
equi
red
for
each
imag
e ch
ange
chan
ge im
ages
usi
ng a
var
iety
of
tech
niqu
es in
clud
ing
two-
dim
ensi
onal
and
thre
e-di
men
sion
al th
eatr
ical
mak
eup
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
:fo
llow
saf
e an
d sa
nita
ry p
ract
ices
whi
le u
sing
thea
tric
al m
akeu
pm
aint
ain
a cl
ean,
saf
e w
ork
area
sani
tize
and
retu
rn m
ater
ials
to p
rope
r st
orag
edi
spos
e of
was
te m
ater
ials
in a
n en
viro
nmen
tally
saf
em
anne
r.
CO
MM
EN
TS:
294
Stud
ies,
CT
S(1
99
295
Ass
ess
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) :
Hai
rcut
ting
1C
OS3
050:
Hai
rcut
ting
2
The
me:
Hai
rcut
ting
Stud
ent:
ID#:
CO
STA
T20
40/3
050
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
C0S
2040
Min
imum
Stan
dard
Rat
ing
3
Hai
rcut
ting
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
hand
le s
ciss
ors
in a
saf
e m
anne
r"p
alm
" sc
isso
rs w
hile
com
bing
the
hair
dire
ct th
e po
ints
of
shea
rs a
way
for
saf
ety.
296
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
AD
VA
NC
ED
CO
S305
0M
inim
umSt
anda
rdR
atin
g
4
Adv
ance
d H
airc
uttin
gO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
hand
le s
ciss
ors
in a
saf
e m
anne
r"p
alm
" sc
isso
rs w
hile
com
bing
the
hair
dire
ct th
e po
ints
of
shea
rs a
way
fro
m c
lient
prot
ect t
he c
lient
fro
m c
uttin
g ed
ges
of h
airc
uttin
g to
ols.
297
CT
S, C
osm
etol
ogy
Stud
ies
/G.4
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
2040
/305
0
Min
imum
Stan
dard
Rat
ing
3
Plan
ning
the
Hai
rcut
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
read
and
inte
rpre
t a c
uttin
g pa
ttern
sele
ct a
nd p
repa
re im
plem
ents
and
sup
plie
sde
term
ine:
hair
leng
th to
be
rem
oved
elev
atio
n at
dif
fere
nt a
reas
of
head
.
298
G.5
04Im
etol
ogy
Stud
ies,
CT
S(1
99
Min
imum
Stan
dard
Rat
ing
4
Plan
ning
the
Hai
rcut
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
read
and
inte
rpre
t a c
uttin
g pa
ttern
sele
ct a
nd p
repa
re im
plem
ents
and
sup
plie
sde
term
ine:
hair
leng
th to
be
rem
oved
elev
atio
n at
dif
fere
nt a
reas
of
head
dete
rmin
e ne
cess
ary
guid
elin
es.
Min
imum
Stan
dard
Rat
ing
3
Raz
or a
nd C
lippe
r C
uttin
gO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
dem
onst
rate
pro
per
hand
ling
and
use
of r
azor
s an
d cl
ippe
rs:
outli
ning
arch
ing
cutti
ng le
ngth
s of
hai
r.
Min
imum
Stan
dard
Rat
ing
3
Com
bini
ng I
mpl
emen
tsO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
use
a co
mbi
natio
n of
cut
ting
impl
emen
ts to
cut
:st
raig
ht h
air
wav
y ha
irov
erly
cur
ly h
air
perf
orm
cut
ting
tech
niqu
es in
clud
ing:
scis
sors
-ove
r-co
mb
clip
per-
over
-com
bra
zor-
over
-com
b.
229
*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 (
cont
inue
d)
Min
imum
Stan
dard
Rat
ing
2
Hai
rcut
ting
Proc
edur
esO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
follo
w c
uttin
g pa
ttern
s by
fol
low
ing
pred
eter
min
ed g
uide
lines
accu
rate
ly d
ivid
e an
d se
ctio
n ha
ir d
urin
g th
e cu
tting
pro
cess
perf
orm
cut
s in
clud
ing:
blun
t cut
tape
r cu
tsl
ither
cut
laye
r cu
tsh
ingl
eth
inni
ngch
eck
fini
shed
pro
duct
to c
orre
ct a
ny m
ista
kes.
300
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
CO
STA
T20
40/3
050
Min
imum
Stan
dard
Rat
ing
Cut
ting
Chi
ldre
n's
Hai
rO
bser
ved
Perf
orm
ance
Rat
ing
3T
he s
tude
nt is
abl
e to
:
dem
onst
rate
app
ropr
iate
beh
avio
ur in
han
dlin
g ch
ildre
n in
a s
alon
:sa
fety
flex
ibili
tym
obili
ty.
Min
imum
Stan
dard
Rat
ing
Indi
vidu
aliz
ed H
airc
uttin
g Se
rvic
esO
bser
ved
Perf
orm
ance
Rat
ing
3T
he s
tude
nt is
abl
e to
:
anal
yze
diff
eren
t hea
d an
d fa
cial
type
s to
sel
ect a
ppro
pria
te c
uts
sele
ct c
uttin
g im
plem
ents
app
ropr
iate
to e
ach
cut.
Min
imum
Stan
dard
Rat
ing
Hai
rcut
ting
Proc
edur
esO
bser
ved
Perf
orm
ance
Rat
ing
3T
he s
tude
nt is
abl
e to
:
inte
rpre
t and
fol
low
cut
ting
patte
rns
by f
ollo
win
g pr
edet
erm
ined
gui
delin
eac
cura
tely
div
ide
and
sect
ion
hair
dur
ing
the
cutti
ng p
roce
ssap
ply
prin
cipl
es o
f el
evat
ion
to p
erfo
rm s
elec
ted
cuts
incl
udin
g:bl
unt c
utcl
ippe
r cu
tla
yere
d cu
tch
ild's
cut
chec
k fi
nish
ed p
rodu
ct f
or a
ccur
aten
ess
and
bala
nce. 331
CT
S, C
osm
etol
ogy
Stud
ies
/G.5
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)
Min
imum
Stan
dard
Rat
ing
2
Safe
ty a
nd S
anita
tion
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
hand
le to
ols
in a
saf
e an
d sa
nita
ry m
anne
rm
aint
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
r.
CO
STA
T20
40/3
050
Min
imum
Stan
dard
Rat
ing
3
Safe
ty a
nd S
anita
tion
Obs
erve
dPe
rfor
man
ceR
atin
g
The
stu
dent
is a
ble
to:
hand
le to
ols
in a
saf
e an
d sa
nita
ry m
anne
rm
aint
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
olou
r re
mov
al s
ervi
ce.
321
CT
S, C
osm
etol
ogy
Stud
ies
/0.6
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)
Min
imum
Stan
dard
Rat
ing
Patc
h/Sk
in a
ndSt
rand
Tes
t
Obs
erve
d Pe
rfor
man
ceR
atin
g
2T
he s
tude
nt is
abl
e to
..
sele
ct a
nd m
ix a
ppro
pria
te p
rodu
cts
perf
orm
a p
atch
/ski
n:pr
epar
atio
n of
clie
ntap
plic
atio
n of
pro
duct
asse
ss e
ffec
tspe
rfor
m a
str
and
test
:pr
epar
atio
nap
plic
atio
nas
sess
eff
ects
.
Min
imum
Stan
dard
Rat
ing
Col
our
Rem
oval
Proc
ess
Obs
erve
d Pe
rfor
man
ceR
atin
g
2T
he s
tude
nt is
abl
e to
:
prep
are
the
hair
sect
ion
hair
dist
ribu
te th
e pr
oduc
t eve
nly
mon
itor
proc
ess
stra
nd te
stre
mov
e pr
oduc
t fro
m h
air
and
scal
p.
322
G.6
2avn
etol
ogy
Stud
ies,
CT
S(1
991.
CO
STA
T21
00/3
120
Min
imum
Stan
dard
Rat
ing
Patc
h/Sk
in a
ndSt
rand
Tes
t
Obs
erve
d Pe
rfor
man
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:
sele
ct a
nd m
ix a
ppro
pria
te p
rodu
cts
perf
orm
a p
atch
/slc
inpr
epar
atio
n of
clie
ntap
plic
atio
n of
pro
duct
asse
ss e
ffec
tspe
rfor
m a
str
and
test
:pr
epar
atio
nap
plic
atio
nas
sess
eff
ects
.
Min
imum
Stan
dard
Rat
ing
Col
our
lR
emov
aPr
oces
s
Obs
erve
d Pe
rfor
man
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:
prep
are
the
hair
sect
ion
hair
dist
ribu
te th
e pr
oduc
t eve
nly
mon
itor
and
mod
ify
proc
ess
as n
eces
sary
stra
nd te
stre
mov
e pr
oduc
t fro
m h
air
and
scal
p fo
llow
ing
man
ufac
ture
r's in
stru
ctio
nsas
sess
"fi
nal"
eff
ect o
f pr
oces
sac
hiev
e an
eve
n to
ne a
nd c
olou
r th
roug
hout
the
hair
.
323
©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
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
safe
and
san
itary
man
ner
perf
orm
a s
afe
and
sani
tary
hai
rcol
ouri
ng r
emov
al p
roce
ss.
CO
STA
T21
00/3
120
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
a s
afe
and
sani
tary
hai
rcol
ouri
ng r
emov
al p
roce
ss.
CO
MM
EN
TS: 32
,4
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
325
CT
S, C
osm
etol
ogy
Stud
ies
/G.6
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)C
OS2
110:
:C
olou
ring
& R
emov
al 1
(C
lient
Ser
vice
s)C
OS3
130:
Col
ouri
ng &
Rem
oval
2 (
Clie
nt S
ervi
ces)
The
me:
Che
mic
al S
ervi
ces:
Hai
rcol
ouri
ng
Stud
ent:
ID#:
CO
STA
T21
10/3
130
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
S211
0M
inim
umSt
anda
rd R
atin
g
2
Clie
nt C
onsu
ltatio
nan
d Se
rvic
eO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
mee
t, gr
eet a
nd w
elco
me
clie
ntga
ther
and
rec
ord
info
rmat
ion
from
clie
nt:
prev
ious
che
mic
al s
ervi
ces
effe
ct d
esir
edsh
ow c
ourt
esy
to th
e cl
ient
.
3 6
G.6
4/sm
etol
ogy
Stud
ies,
CT
S(1
99
AD
VA
NC
ED
CO
S313
0M
inim
umSt
anda
rd R
atin
g
3
Clie
nt C
onsu
ltatio
nan
d Se
rvic
eO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
mee
t, gr
eet a
nd w
elco
me
clie
nt in
an
invi
ting
man
ner
gath
er a
nd r
ecor
d in
form
atio
n fr
om c
lient
:pr
evio
us c
hem
ical
ser
vice
sef
fect
des
ired
disc
uss
hair
col
ouri
ng o
ptio
nsde
mon
stra
te p
rofe
ssio
nal l
evel
of
resp
ect a
nd c
ourt
esy
for
the
clie
nt.
327
Ass
essm
e t T
ools
©A
lber
ta E
duca
tion,
Al
:ana
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
Ana
lyze
Hai
r an
d Sc
alp
Serv
ice
Obs
erve
d Pe
rfor
man
ceR
atin
g
2T
he s
tude
nt is
abl
e to
:
anal
yze
hair
to d
eter
min
e te
xtur
e, p
oros
ity, e
last
icity
, den
sity
, con
ditio
n, le
ngth
,pr
evio
us c
hem
ical
trea
tmen
tan
alyz
e sc
alp,
che
ck f
or a
bras
ions
or
abno
rmal
ski
n co
nditi
ons
pres
ent i
nfor
mat
ion
to c
lient
cons
ult w
ith th
e te
ache
r be
fore
pro
ceed
ing.
Min
imum
Stan
dard
Rat
ing
Patc
h/Sk
in a
ndSt
rand
Tes
tO
bser
ved
Perf
orm
ance
Rat
ing
2T
he s
tude
nt is
abl
e to
:
perf
orm
a p
atch
/ski
n te
st:
prep
arat
ion
appl
icat
ion
asse
ss e
ffec
tspe
rfor
m a
str
and
test
:pr
epar
atio
nap
plic
atio
nas
sess
eff
ects
cons
ult w
ith th
e te
ache
r re
gard
ing
outc
omes
.
328
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
CO
STA
T21
10/3
130
Min
imum
Stan
dard
Rat
ing
Ana
lyze
Hai
r an
d Sc
alp
Serv
ice
Obs
erve
d Pe
rfor
man
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:
anal
yze
hair
to d
eter
min
e te
xtur
e, p
oros
ity, e
last
icity
, den
sity
, con
ditio
n, le
ngth
,pr
evio
us c
hem
ical
trea
tmen
tan
alyz
e sc
alp,
che
ck f
or a
bras
ions
or
abno
rmal
ski
n co
nditi
ons
pres
ent i
nfor
mat
ion
to c
lient
desc
ribe
and
dis
cuss
opt
iona
l typ
es o
f ha
ir c
olou
ring
bas
ed o
n an
alys
isre
com
men
d co
lour
pro
cedu
re to
clie
nt.
Min
imum
Stan
dard
Rat
ing
Patc
h/Sk
in a
ndSt
rand
Tes
tO
bser
ved
Perf
orm
ance
Rat
ing
3T
he s
tude
nt is
abl
e to
:
perf
orm
a p
atch
/ski
n te
st:
prep
arat
ion
appl
icat
ion
asse
ss e
ffec
tspe
rfor
m a
str
and
test
:pr
epar
atio
nap
plic
atio
nas
sess
eff
ects
reco
mm
end
actio
n to
teac
her
and
clie
nt.
3f;"
9
CT
S, C
osm
etol
ogy
Stud
ies
/G.6
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
Col
our
and
Col
our
Rem
oval
Clie
nt S
ervi
ces
Obs
erve
d Pe
rfor
man
ceR
atin
g
2T
he s
tude
nt is
abl
e to
:
perf
orm
a c
olou
r re
mov
al a
pplic
atio
n:pr
epar
e ha
irpr
epar
e ch
emic
als
even
ly d
istr
ibut
e pr
oduc
tte
st c
olou
r re
duct
ion
regu
larl
ype
rfor
m a
col
our
appl
icat
ion:
prep
are
hair
even
ly d
istr
ibut
e pr
oduc
tst
rand
test
reg
ular
lype
rfor
m c
hem
ical
rem
oval
ser
vice
:fo
llow
man
ufac
ture
r's in
stru
ctio
nsre
mov
e ch
emic
als
with
car
ech
eck
for
com
plet
e re
mov
al.
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
:
wor
k in
a s
afe
and
sani
tary
man
ner
hand
le e
quip
men
t in
a sa
fe a
nd s
anita
ry m
anne
rre
turn
mat
eria
ls a
nd e
quip
men
t to
thei
r pr
oper
pla
ces.
CO
STA
T21
10/3
130
Min
imum
Stan
dard
Rat
ing
Col
our
and
Col
our
Rem
oval
Clie
nt S
ervi
ces
Obs
erve
d Pe
rfor
man
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:
prep
are
clie
nt:
sect
ion
hair
prep
are
colo
urap
ply
chem
ical
sev
enly
dis
trib
ute
prod
uct
follo
w m
anuf
actu
rer's
inst
ruct
ions
perf
orm
che
mic
al r
emov
al s
ervi
ces:
follo
w m
anuf
actu
rer's
inst
ruct
ions
rem
ove
chem
ical
s w
ith c
are
chec
k fo
r co
mpl
ete
rem
oval
reco
mm
end
cond
ition
ing
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
:
mai
ntai
n sa
nita
ry w
orks
tatio
nha
ndle
equ
ipm
ent i
n a
safe
and
san
itary
man
ner
retu
rn m
ater
ials
and
equ
ipm
ent t
o th
eir
prop
er s
tora
ge p
lace
sre
cord
det
ails
of
prod
uct d
efic
ienc
ies
and
equi
pmen
t fai
lure
s.
CO
MM
EN
TS:
330
G.6
6om
etol
ogy
Stud
ies,
CT
S(1
99
331
4A
sses
sme
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
Mod
ule(
s):
CO
S216
0: N
ail A
rtC
OS3
190:
Nai
l Tec
hnol
ogy
The
me:
Nai
l Car
e
Stud
ent:
ID#:
CO
STA
T21
60/3
190
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
S216
0M
inim
umSt
anda
rd R
atin
g
2
Prin
cipl
es a
nd P
ract
ices
of N
ail A
rtO
bser
ved
Perf
orm
ance
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
hing
nail
pain
ting
appl
icat
ions
dem
onst
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
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
AD
VA
NC
ED
CO
S319
0M
inim
umSt
anda
rd R
atin
g
3
Han
d an
d N
ail
Ana
lysi
sO
bser
ved
Perf
orm
ance
Rat
ing
The
stu
dent
is a
ble
to:
anal
yze
cond
ition
of
hand
s an
d na
ilsre
cogn
ize
trea
tabl
e an
d no
ntre
atab
le h
and
and
nail
cond
ition
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
AT
IC A
SSE
SSM
EN
T T
OO
L (
cont
inue
d)
Min
imum
Sta
ndar
d R
atin
g
2N
ail A
rt P
roce
dure
sO
bser
ved
Per
form
ance
Rat
ing
The
stu
dent
is a
ble
to:
sele
ct a
nd p
repa
re e
quip
men
t and
sup
plie
s ap
prop
riate
to e
ach
nail
art d
esig
nde
mon
stra
te F
renc
h m
anic
ure
dem
onst
rate
nai
l pai
ntin
g/m
arbl
ing/
strip
ing
dem
onst
rate
app
licat
ions
of t
ape,
gem
s, fe
athe
rs, f
oil,
etc.
dem
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
Sta
ndar
d R
atin
gN
ail T
ip A
pplic
atio
nO
bser
ved
Per
form
ance
Rat
ing
3T
he s
tude
nt is
abl
e to
:
prep
are
mat
eria
ls a
nd im
plem
ents
req
uire
d to
per
form
nai
l tip
/gel
serv
ice
perf
orm
a p
re-s
ervi
ce s
anita
tion
serv
ice
anal
yze
clie
nt's
han
ds a
nd n
ails
advi
se c
lient
of
post
-ser
vice
mai
nten
ance
if r
equi
red
appl
y na
il tip
s ac
cord
ing
to m
anuf
actu
rer's
inst
ruct
ion
perf
orm
bas
ic m
anic
ure
perf
orm
pos
t-se
rvic
e pr
oced
ures
incl
udin
g:fo
llow
-up
appo
intm
ent
sale
of
rela
ted
prod
ucts
dem
onst
rate
pro
cedu
res
to m
aint
ain
and
rem
ove
nail
tips.
Min
imum
Sta
ndar
dR
atin
gN
ail W
rapp
ing
Obs
erve
d P
erfo
rman
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:
prep
are
mat
eria
ls a
nd im
plem
ents
req
uire
d to
per
form
nai
l wra
pse
rvic
e
perf
orm
a p
re-s
ervi
ce s
anita
tion
proc
edur
ean
alyz
e cl
ient
's h
ands
and
nai
lsad
vise
clie
nt o
f po
st-s
ervi
ce m
aint
enan
ceap
ply
nail
wra
ps f
ollo
win
g m
anuf
actu
rer's
inst
ruct
ions
perf
orm
pos
t-se
rvic
e pr
oced
ure
incl
udin
g:fo
llow
-up
appo
intm
ent
sale
of
rela
ted
prod
ucts
sani
tize
wor
k ar
ea a
nd im
plem
ents
dem
onst
rate
pro
cedu
res
to m
aint
ain
and
rem
ove
nail
wra
ps.
BE
ST
CO
PY
AV
AIL
AB
LE
335
Ass
essm
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(c
ontin
ued)
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..
follo
w s
afe
and
sani
tary
pra
ctic
esm
aint
ain
a cl
ean
wor
k ar
easa
nitiz
e an
d re
turn
item
s to
thei
r pr
oper
sto
rage
are
a af
ter
use.
CO
STA
T21
60/3
190
Min
imum
Stan
dard
Rat
ing
Acr
ylic
Nai
l App
licat
ion
Obs
erve
d Pe
rfor
man
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:
prep
are
mat
eria
ls a
nd im
plem
ents
req
uire
d to
per
form
a n
ail e
xten
sion
ser
vice
perf
orm
pre
-ser
vice
san
itatio
n pr
oced
ures
anal
yze
clie
nt's
han
ds a
nd n
ails
advi
se c
lient
abo
ut r
egul
ar m
aint
enan
ce o
f na
il ex
tens
ions
dete
rmin
e ty
pe o
f na
il ex
tens
ion
serv
ice
to b
e pe
rfor
med
one
tone
two
tone
prep
are
com
poun
d ac
cord
ing
to m
anuf
actu
rer's
inst
ruct
ions
prep
are
clie
ntap
ply
com
poun
d ac
cord
ing
to m
anuf
actu
rer's
inst
ruct
ions
com
plet
e sh
apin
g m
anic
ure
proc
edur
esfo
llow
man
ufac
ture
r's in
stru
ctio
ns f
or m
aint
aini
ng a
nd r
emov
ing
nail
exte
nsio
ns.
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
:
follo
w s
afe
and
sani
tary
pra
ctic
esm
aint
ain
a cl
ean
wor
k ar
easa
nitiz
e an
d re
turn
item
s to
thei
r pr
oper
sto
rage
are
a af
ter
use.
CO
MM
EN
TS:
336
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, 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
OO
L
Mod
ule(
s):
CO
S217
0: M
anic
urin
g 3
(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
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
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
AB
LE33
9 Ass
essm
ent T
ools
lik©
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
2170
Min
imum
Sta
ndar
d R
atin
g:2
Clie
nt O
rien
tatio
n an
d A
naly
sis
Obs
erve
d Pe
rfor
man
ce R
atin
g:
The
stu
dent
is a
ble
to..
anal
yze
clie
nt's
han
ds a
nd n
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
l art
and
rel
ated
ser
vice
s ba
sed
on a
naly
sis
cons
ult w
ith c
lient
to d
eter
min
e pr
efer
red
serv
ices
and
nai
l art
des
ign
advi
se c
lient
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
re n
ail(
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
ials
Obs
erve
d Pe
rfor
man
ce R
atin
g:
The
stu
dent
is a
ble
to:
prep
are
the
wor
k ar
ea f
or c
lient
-app
rove
d se
rvic
e(s)
acce
ss a
nd a
rran
ge a
ll ite
ms
requ
ired
for
the
serv
ice(
s).
Min
imum
Sta
ndar
d R
atin
g:2
Man
icur
e Se
rvic
esO
bser
ved
Perf
orm
ance
Rat
ing:
The
stu
dent
is a
ble
to:
perf
orm
man
icur
e an
d re
late
d se
rvic
es in
clud
ing:
plai
n m
anic
ures
oil m
anic
ures
hand
and
arm
mas
sage
nail
art
use
avai
labl
e te
chno
logy
to p
erfo
rm m
anic
ure,
mas
sage
and
nai
l art
ser
vice
sad
vise
clie
nts
how
they
may
mai
ntai
n th
e gr
oom
ed a
ppea
ranc
e of
thei
r ha
nds,
nai
ls a
nd n
ail a
rt.
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
.g.,
reco
rd c
ard)
for
eac
h m
anic
ure
and
rela
ted
serv
ice
clie
ntup
date
the
data
bas
e af
ter
com
plet
ing
each
man
icur
e-re
late
d se
rvic
e.
340
Ass
essm
ent T
ools
©A
lber
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
EN
T T
OO
L (
cont
inue
d)C
OST
AT
2170
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
is a
ble
to:
iden
tify
and
follo
w s
afe
and
sani
tary
man
icur
e an
d re
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
reas
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
©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
180:
:H
airp
iece
s &
Ext
ensi
ons
CO
S322
0: W
igs
& T
oupe
esC
OS3
230:
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
ff a
nd r
ecep
tioni
sts
in p
rom
otin
g sa
les
and
prov
idin
g se
rvic
es.
360
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
CO
STA
T22
10/3
280
Min
imum
Stan
dard
Rat
ing
Clo
sure
Obs
erve
d Pe
rfor
man
ceR
atin
g
3T
he s
tude
nt is
abl
e to
:
dem
onst
rate
how
"cl
ient
" re
sist
ance
(e.
g., o
bjec
tions
, con
cern
s, e
xcus
es)
may
be
addr
esse
dde
mon
stra
te te
chni
ques
use
d to
:cl
ose
a sa
leof
fer
reas
sura
nce
and
supp
ort f
or p
urch
asin
g de
cisi
ons
addr
ess
afte
r-sa
le a
nd f
ollo
w-u
p se
rvic
es.
Min
imum
Stan
dard
Rat
ing
Sale
s an
d Se
rvic
ePl
anni
ngO
bser
ved
Perf
orm
ance
Rat
ing
3de
velo
p a
plan
to in
crea
se th
e le
vel a
nd q
ualit
y of
sal
es a
nd s
ervi
ces
offe
red
to"c
lient
s" a
nd to
enh
ance
the
publ
ic im
age
and
appe
aran
ce o
f th
e sa
lon
deve
lop
an in
stru
men
t to
eval
uate
eac
h pa
rt o
f th
e pl
anse
lect
and
impl
emen
t one
or
mor
e pa
rts
of th
e pl
anev
alua
te th
e re
sults
of
the
chan
ges,
for
exa
mpl
e, o
n:"c
lient
" sa
tisfa
ctio
n"c
lient
" us
e of
sal
onsa
le o
f se
rvic
essa
le o
f pr
oduc
ts.
361
CT
S, C
osm
etol
ogy
Stud
ies
/G.8
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
2210
/328
0
Min
imum
Stan
dard
Rat
ing
Clie
nt S
atis
fact
ion
Obs
erve
d Pe
rfor
man
ceR
atin
g
2T
he s
tude
nt is
abl
e to
:
expl
ain
the
impo
rtan
ce o
f cl
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sat
isfa
ctio
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the
succ
ess
of a
bus
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sde
mon
stra
te s
trat
egie
s th
at p
rom
ote
and
achi
eve
clie
nt s
atis
fact
ion.
Min
imum
Stan
dard
Rat
ing
Rec
ord
Kee
ping
Obs
erve
d Pe
rfor
man
ceR
atin
g
2T
he s
tude
nt is
abl
e to
:
expl
ain
the
impo
rtan
ce o
f re
cord
kee
ping
to in
divi
dual
cos
met
olog
ists
and
to s
alon
man
ager
s/op
erat
ors
iden
tify
and
desc
ribe
type
s of
rec
ords
mai
ntai
ned
by c
osm
etol
ogy
busi
ness
esm
aint
ain
a cu
rren
t and
sim
ple
set o
f re
cord
s fo
r a
cosm
etol
ogy
busi
ness
.
CO
MM
EN
TS:
362
Stud
ies,
CT
S(1
99
363
©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
S306
0: H
airc
uttin
g 3
(Clie
nt S
ervi
ces)
The
me:
Hai
rcut
ting
Stud
ent:
ID#:
CO
STA
T30
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
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
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lves
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blem
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fect
ivel
y an
d cr
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ely
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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
eff
icie
ntly
, eff
ectiv
ely
and
with
con
fide
nce.
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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.
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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.
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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
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
S306
0
Min
imum
Sta
ndar
d R
atin
g:3
Clie
nt O
rien
tatio
n, C
onsu
ltatio
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
lfpr
epar
e cl
ient
:se
atdr
ape
dete
rmin
e cl
ient
's n
eeds
anal
yze
head
/fac
ial s
hape
hair
leng
th a
nd c
ondi
tion
cons
ult w
ith c
lient
and
rec
omm
end
serv
ice(
s)/s
tyle
(s)
prep
are
clie
nt f
or w
et o
r dr
y cu
tting
ser
vice
.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada36
4B
EST
CO
PY A
VA
ILA
BL
E
365
CT
S, C
osm
etol
ogy
Stud
ies
/G.8
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
3060
Min
imum
Sta
ndar
d R
atin
g:3
Des
igni
ng th
e C
utO
bser
ved
Perf
orm
ance
Rat
ing:
The
stu
dent
is a
ble
to:
desi
gn c
uts
spec
ific
to e
ach
clie
nt's
wan
ts a
nd n
eeds
.
Min
imum
Sta
ndar
d R
atin
g:3
Hai
rcut
ting
Serv
ices
Obs
erve
d Pe
rfor
man
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
ient
sfe
mal
e cl
ient
sch
ildre
nus
e ap
prop
riat
e cu
tting
impl
emen
tsse
ctio
n ha
ir a
ppro
pria
tely
hold
hai
r at
app
ropr
iate
ele
vatio
nsch
eck
cut f
or e
venn
ess
and
bala
nce
resp
ond
to c
lient
's q
uest
ions
and
con
cern
sre
mov
e cu
t hai
r fr
om o
n an
d ar
ound
clie
ntde
term
ine
clie
nt's
leve
l of
satis
fact
ion.
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:
follo
w s
afe
and
sani
tary
pra
ctic
esm
aint
ain
a cl
ean,
saf
e w
ork
area
sani
tize
impl
emen
ts a
nd m
ater
ials
disp
ose
of w
aste
mat
eria
ls in
an
envi
ronm
enta
lly s
afe
man
ner.
CO
MM
EN
TS:
366
Stud
ies,
CT
S(1
9
367
Ass
essm
e t 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
Mod
ule(
s):
CO
S317
0: M
ale
Faci
al G
room
ing
1
The
me:
Mal
e Fa
cial
Gro
omin
g
Stud
ent:
ID#:
CO
STA
T31
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.
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.
AD
VA
NC
ED
CO
S317
0
Min
imum
Sta
ndar
d R
atin
g:3
His
tori
cal T
rend
s an
d Pr
actic
esO
bser
ved
Perf
orm
ance
Rat
ing:
The
stu
dent
is a
ble
to:
iden
tify
and
desc
ribe
his
tori
cal c
hang
es in
mal
e fa
cial
gro
omin
g te
chni
ques
and
cha
nges
in th
e im
plem
ents
use
did
entif
y an
d de
scri
be th
e fo
llow
ing
mal
e fa
cial
gro
omin
g pr
actic
es:
shav
ing
mou
stac
he s
hapi
ng, t
rim
min
g an
d w
axin
gbe
ard
shap
ing,
trim
min
g an
d w
axin
gsi
debu
rn s
hapi
ng a
nd tr
imm
ing
036
8A
sses
smen
t Too
ls@
Alb
erta
Edu
catio
n, A
lber
ta, C
anad
a
fai
CT
S, C
osm
etol
ogy
Stud
ies
/G.8
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)C
OST
AT
3170
Min
imum
Sta
ndar
d R
atin
g:3
His
tori
cal T
rend
s an
d Pr
actic
es(c
ontin
ued)
.
Obs
erve
d Pe
rfor
man
ce R
atin
g:
iden
tify,
des
crib
e an
d de
mon
stra
te th
e sa
fe a
nd s
anita
ry u
se o
f m
ale
faci
al g
room
ing
impl
emen
ts a
nd p
rodu
cts
incl
udin
g:ra
zor
scis
sors
clip
pers
stro
pho
nes
lath
eriz
ers
stea
mer
sta
lcpr
e-sh
ave
and
afte
r-sh
ave
lotio
nbe
ard
and
mou
stac
he w
axes
hot t
owel
s.
Min
imum
Sta
ndar
d R
atin
g:3
Dem
onst
ratio
n an
d T
echn
ique
sO
bser
ved
Perf
orm
ance
Rat
ing:
The
stu
dent
is a
ble
to:
desc
ribe
and
per
form
a f
acia
l sha
ving
pro
cedu
re s
afel
yde
scri
be h
ow f
acia
l sha
pe a
nd f
eatu
res
rela
te to
des
ign
choi
ces
for
mal
e fa
cial
gro
omin
gde
scri
be s
afe
and
sani
tary
pro
cedu
res
avai
labl
e to
wax
and
col
our
faci
al h
air
dem
onst
rate
met
hods
to s
hape
and
trim
sid
ebur
ns, m
oust
ache
s an
d be
ards
to c
reat
e al
tern
ativ
e de
sign
s su
ited
to in
divi
dual
fac
ial s
hape
s an
d fe
atur
es.
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:
follo
w s
afe
and
sani
tary
pra
ctic
es a
nd p
roce
dure
sde
mon
stra
te f
irst
aid
for
min
or c
uts
mai
ntai
n a
clea
n, s
afe
wor
k ar
easa
nitiz
e im
plem
ents
and
ret
urn
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
e m
anne
r.
CO
MM
EN
TS:
370
G.8
6m
etol
ogy
Stud
ies,
CT
S
(199
W
371 Ass
essi
Vol
s©
Alb
erta
Edu
catio
n, A
l'a
nada
CO
SME
TO
LO
GY
ST
UD
IES
TH
EM
AT
IC A
SSE
SSM
EN
T T
OO
L
Mod
ule(
s):
CO
S318
0: M
ale
Faci
al G
room
ing
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
ion
Obs
erve
d Pe
rfor
man
ce R
atin
g:
The
stu
dent
is a
ble
to:
prep
are
two-
dim
ensi
onal
mak
eup
mat
eria
ls:
mak
eup
prod
ucts
appl
icat
ors
pros
thet
ic it
ems
hair
goo
dspr
epar
e th
ree-
dim
ensi
onal
mak
eup
mat
eria
ls:
mak
eup
prod
ucts
appl
icat
ors
pros
thet
ic it
ems
hair
goo
dspr
epar
e cl
ient
:go
wn/
drap
epr
otec
t sel
ecte
d ar
eas. 38
2G
.92/
smet
olog
y St
udie
s, C
TS
(199
383
11
Ass
ess 4
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)C
OST
AT
3250
Min
imum
Sta
ndar
d R
atin
g:Pr
ovid
ing
Serv
ices
Obs
erve
d Pe
rfor
man
ce R
atin
g:
The
stu
dent
is a
ble
to:
follo
w e
ach
wor
kshe
et to
cre
ate
the
inte
nded
imag
em
eet c
lient
's s
atis
fact
ion.
CO
MM
EN
TS:
3';
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
385
CT
S, C
osm
etol
ogy
Stud
ies
/G.9
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
S326
0: F
acia
l & B
ody
Ado
rnm
ent
The
me:
Spec
ial E
ffec
ts/S
ervi
ces
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
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
S326
0
Min
imum
Sta
ndar
d R
atin
g:3
Ado
rnm
ents
Obs
erve
d Pe
rfor
man
ce R
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
etol
ogy
Stud
ies,
CT
S(1
99
387 A
sses
sme
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)C
OST
AT
3260
Min
imum
Sta
ndar
d R
atin
g:Fa
lse
Eye
lash
esO
bser
ved
Perf
orm
ance
Rat
ing:
The
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
rl la
shes
appl
y up
per
lash
esap
ply
low
er la
shes
chec
k fo
r ba
lanc
ere
mov
e fa
lse
lash
es.
CO
MM
EN
TS: 38
8
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
38
CT
S, C
osm
etol
ogy
Stud
ies
/G.9
5(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
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.
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
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
LO
GY
ST
UD
IES
TH
EM
AT
IC A
SSE
SSM
EN
T T
OO
L (
cont
inue
d)C
OST
AT
3290
Min
imum
Sta
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
prac
tisin
g hy
gien
e an
d sa
nita
tion
resp
ectin
g ri
ghts
of
othe
rs.
Min
imum
Sta
ndar
d R
atin
g:3
Man
agem
ent
Obs
erve
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
udin
g:pl
anni
ngor
gani
zing
com
mun
icat
ing
budg
etin
g.
Min
imum
Sta
ndar
d R
atin
g:3
Com
petit
ion
Art
istr
yO
bser
ved
Perf
orm
ance
Rat
ing:
The
stu
dent
is a
ble
to:
dem
onst
rate
a c
ompe
titio
n le
vel o
f ar
tistr
y in
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
anta
sy)
hair
colo
urpe
rman
ent w
ave
mak
eup
man
icur
e an
d na
il ar
t.ex
ecut
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
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
393
CT
S, C
osm
etol
ogy
Stud
ies
/G.9
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
3290
Min
imum
Sta
ndar
d R
atin
g:Ju
dgin
gO
bser
ved
Perf
orm
ance
Rat
ing:
The
stu
dent
is a
ble
to:
desc
ribe
qua
lific
atio
ns r
equi
red
by r
ecog
nize
d lo
cal,
natio
nal a
nd in
tern
atio
nal c
osm
etol
ogy
judg
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
EN
TS:
394
G.9
.sm
etol
ogy
Stud
ies,
CT
S(1
9
395
Ass
ess
P t T
ools
©A
lber
ta E
duca
tion,
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
CTS, Cosmetology Studies /G.99(1997)
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
SAMPLE ASSESSMENT TOOL
Module COS1050: Permanent Waving 1 (The Physical Process)
To achieve "at standard" rating, the student must attain a minimum of 50% of marks available in eachcompetency area.
COSSAT1050
Competency Area/Sub-competencies Marks AvailableMarks Achieved
S T 0Allocate Resources 5
identify types of perm rods and tools used 1
prepare work station 2
select rod size for "client's" needs 2
Communicate and Relate to Others 10
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
Understand Systems 10
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%
(e.g., classmate, client)
Assessment Tools©Alberta Education, Alberta, Canada 398
CTS, Cosmetology Studies /G.101(1997)
SAMPLE ASSESSMENT TOOL
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%
G.102/ Cosmetology Studies, CTS Assessment Tools(1997) ©Alberta Education, Alberta, Canada
SAMPLE ASSESSMENT TOOL
Module COS2040: Haircutting 1
To achieve "at standard" rating, the student must attain a minimum of 50% of marks available in eachcompetency area.
COSSAT2040
Competency Area/Sub-competencies Marks AvailableMarks Achieved
S T 0Allocate Resources 10
match resources to client's needs 5
prepare the work area 3
access and arrange resources 2
Communicate and Relate to Others 20
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
Understand Systems 25
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
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 400
CTS, Cosmetology Studies /G.103(1997)
SAMPLE ASSESSMENT TOOL
Module CS2060: Permanent Waving 2 (Cold Waving)
COSSAT2060
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
match resources to client's needs 5prepare the work area 3
access and arrange resources 2
Communicate and Relate to Others 20
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
Understand Systems 15
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
demonstrate safe and sanitary practices
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%
(e.g., classmate, client)
G.104/ Cosmetology Studies, CTS(1997) 401
Assessment Tools©Alberta Education, Alberta, Canada
SAMPLE ASSESSMENT TOOL
Module COS2090: Colouring 1
To achieve "at standard" rating, the student must attain a minimum of 50% of marks available in eachcompetency area.
COSSAT2090
Competency Area/Sub-competencies Marks AvailableMarks Achieved
S T 0Allocate Resources 20
basic principles of colour 5
purpose patch/predisposition test 5
purpose strand test 5
prepare and apply temporary and semipermanent haircolour
5
Communicate and Relate to Others 30
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
Assessment Tools©Alberta Education, Alberta, Canada
402 CTS, Cosmetology Studies /G.105(1997)
SAMPLE ASSESSMENT TOOL (continued) COSSAT2090
Competency Area/Sub-competencies Marks AvailableMarks Achieved
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%
(e.g., classmate, client)
G.106/ Cosmetology Studies, CTS 403(1997) ©Alberta Education, Alberta, Canada
Assessment Tools
SAMPLE ASSESSMENT TOOL
Module COS2100: Colour Removal 1
COSSAT2100
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 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
Assessment Tools©Alberta Education, Alberta, Canada
404 CTS, Cosmetology Studies /G.107(1997)
SAMPLE ASSESSMENT TOOL (continued) COSSAT2100
Competency Area/Sub-competencies Marks AvailableMarks Achieved
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
SAMPLE ASSESSMENT TOOL
Module COS2120: Facials & Makeup 1
COSSAT2120
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 5
locate equipment and supplies for plain facial andappropriate makeup
2
prepare area, client and yourself for a plain facialprocedure and makeup
3
Communicate and Relate to Others 16
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
Understand Systems 10
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
Legend Weighting Mark RatingS Self 25% Above standard 75% 100%T Teacher 50% At standard 50% 74%0 Other 25% Below standard 0% 49%
(e.g., classmate, client)
Assessment Tools©Alberta Education, Alberta, Canada 406
CTS, Cosmetology Studies /G.109(1997)
SAMPLE ASSESSMENT TOOL
Module COS2150: Manicuring 2
COSSAT2150
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 8
locate and access resources 4prepare work area 4
Communicate and Relate to Others 16
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
Understand Systems 18
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%
(e.g., classmate, client)
G.110/ Cosmetology Studies, CTS(1997) 407
RatingAbove standard 75% 100%At standard 50% 74%Below standard 0% 49%
Assessment Tools©Alberta Education, Alberta, Canada
SAMPLE ASSESSMENT TOOL
Module COS3140: Body Therapy
COSSAT3140
To achieve "at standard" rating, the student must attain a minimum of 50% of marks available in eachcompetency area.
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
CTS, Cosmetology Studies /G.111(1997)
SAMPLE ASSESSMENT TOOL (continued)
Self-evaluation
COSSAT3140
Research Paper x .10 =
Oral Presentation x .10 =
Practical Evaluation x .50 =
Exams x .30 =
Other Classmates
Research Paper x .10 =
Oral Presentation x .10 =
Practical Evaluation x .50 =
Exams x .30 =
Teacher Evaluation
Research Paper x .10 =
Oral Presentation x .10 =
Practical Evaluation x .50 =
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
G.112/ Cosmetology Studies, CTS Assessment Tools(1997) ©Alberta Education, Alberta, Canada
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
CTS, Cosmetology Studies /H.3(1997)
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
COS2030: Forming & Finishing 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)
COS3070: Hair Care & Cutting 2 (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)
Theme: Chemical Services: Haircolouring
COS2090: Colouring 1
COS2100: Colour Removal 1
COS2110: Colouring & Removal 1 (Client Services)
COS3110: Colouring 2 (Permanent)
COS3120: Colour Removal 2
COS3130: Colouring & Removal 2 (Client Services)
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/Transitions©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /H.5(1997)
LINKAGES: Cosmetology Studies: Connections with Other CTS Strands (continued)
Cosmetology Studies Modules
Other CTS Strands
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Theme: Skin CareCOS1060: Skin Care 1 (Basic Practices)COS2120: Facials & Makeup 1
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
Integrated(4 modules)
Personal Images
COS/0/0
Skin Care 1
COSI060
Manicuring 1
COS1070
Personal Safety(Management)
CTR1210
Integrated(5 modules)
Personal Images
COSI010
Skin Care 1
COS1060
Manicuring 1
COS1070
Personal Safety(Management)
CTR1210
Quality CustomerService
MAMI020
Integrated(6 modules)
Personal Images
COS/0/0
Personal Safety(Management)
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
Cosmetology Studies Modules
Junior High_
Senior High
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COS2010: Hair Graphics 2 ....COS2020: Hair & Scalp Care 2 =1COS2030: Forming & Finishing 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)
COS3070: Hair Care & Cutting 2 (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)
=.-1
COS2080: Permanent Waving 4 (Client Services)
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)---
COS3120: Colour Removal 2
COS3130: Colouring & Removal 2 (Client Services)
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
Cosmetology Studies Modules
Junior High Senior High
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COS3140: Body Therapy,
.-..=----COS3150: Hair Removal -= =----COS3160: Skin Care 3 (Client Services)
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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.
Linkages/Transitions©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /H.9
4l7BEST COPY AVAILABLE
(1997)
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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)
Linkages/Transitions©Alberta Education, Alberta, Canada
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
2020* Hair & Scalp Care 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
3030* Hair & Scalp Care 3
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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Grande Prairie Regional College
Grant Mac Ewan Community College
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Medicine Hat College
Mount Royal College
Olds College
Red Deer College
-e APPRENTICESHIP TRADE
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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
CodeResources Levels/Module No.
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
CTS, Cosmetology Studies /1.9(1997)
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
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
Learning Resource Guide©Alberta Education, Alberta, Canada
Support Learning Resources(Continued)
Distributor
CodeResources Levels/Module No.
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
CTS, Cosmetology Studies /1.11(1997)
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
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.
1.12/ Cosmetology Studies, CTS(1997)
Learning Resource Guide©Alberta Education, Alberta, Canada
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
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
CodeResources Levels/Module No.
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
F. Skin CareG. Male Facial GroomingH. Nail CareI. Special Effects/Services
J. Enterprise and Competition
FORMAT CODE:p - Printv - Videos - Software
STATUS CODE:B - BasicS - SupportT - Teaching0 - Other
LEVEL CODE:I - Introductory2 - Intermediate3 - Advanced
JR/SR HIGH CODE:J - Junior HighS - Senior High
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Color Me Beautiful: Discovering YourNatural Beauty Through Color
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Planning Your Cosmetology Career p S J/S X
Practical Make-Up p S J/S X X
Professional Cosmetologist (4th Ed.) p B J/S X X X X X X X X
SalonOvations' Day Spa Techniques p S S
SalonOvations' Guide to Aromatherapy p S S
Stage Makeup (8th Ed.) p S J/S X
Styling Competition: A Guide to WinningTechnique
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Faces for Teens: A Step-by-Step Guide toHealthy Skin and Great Makeup
v S J/S X X
Talk Hair Talk v S J/S X
Learning Resource Guide©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /1.15(1997)
4 4BEST COPY AVAILABLE
COSMETOLOGY STUDIES RESOURCESTHEME CODE:A. Images & PracticesB. Hair & Scalp CareC. HaircuttingD. Chemical Services: Permanent WavingE. Chemical Services: Haircolouring
FORMAT CODE:F. Skin Care p - PrintG. Male Facial Grooming v - VideoH. Nail Care s - SoftwareI. Special Effects/Services
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Braids and More p S J/S X X
Braids and Styles for Long Hair p S J/S X
Clipper Cutting for the Entire Family v S S X X X
Color Me Beautiful: Discovering YourNatural Beauty Through Color
v S J/S X X X
Haircoloring: A Hands On Approach p S S
Hairdressing for Women and Men p S J/S X X X X X X X X
Massage and Aromatherapy: A PracticalApproach for NVQ Level P S J/S X X X
Men's Hairstyling and Beard Design p S S
Milady's Art and Science of Nail Technology p S J/S X X X X
Milady's Hair Additions: The FourthDimension
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Milady's Standard Theory WorkbookWorkbook
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Cosmetology p T J/S X X X X X X X X X X X X X X X X X X X
Milady's Tech Nails, Extensions, Wraps &Nail Art p S S X X X X
Planning Your Cosmetology Career p S J/S X
Practical Make-Up p S J/S X X
Professional Cosmetologist (4th Ed.) p B J/S X X X X X X X X X X X X X X X X
SalonOvations' Day Spa Techniques p S S
SalonOvations' Guide to Aromatherapy p S S
Stage Makeup (8th Ed.) p S VS X X X
Styling Competition: A Guide to WinningTechnique
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Faces for Teens: A Step-by-Step Guide toHealthy Skin and Great Makeup v S J/S
Talk Hair Talk v S J/S X
1.16/ Cosmetology Studies, CTS(1997)
4BEST COPY AVAILABLE
2
Learning Resource Guide©Alberta Education, Alberta, Canada
COSMETOLOGY STUDIES RESOURCESTHEME CODE:A. Images & PracticesB. Hair & Scalp CareC. HaircuttingD. Chemical Services: Permanent WavingE. Chemical Services: Haircolouring
FORMAT CODE:F. Skin Care p - PrintG. Male Facial Grooming v - VideoH. Nail Care s - SoftwareI. Special Effects/Services
J. Enterprise and Competition
STATUS CODE:B - BasicS - SupportT - Teaching0 - Other
LEVEL CODE:1 - Introductory2 - Intermediate3 - Advanced
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Braiding Made Easy v S J/S
Braids and More p S J/S X
Braids and Styles for Long Hair p S J/S X
Clipper Cutting for the Entire Family v S S
Color Me Beautiful: Discovering YourNatural Beauty Through Color
v S J/S X X X X X X X
Haircoloring: A Hands On Approach p SS X X X
Hairdressing for Women and Men p S J/S X X X X X X X
Massage and Aromatherapy: A PracticalApproach for NVQ Level
p S J/S X X X X
Men's Hairstyling and Beard Design p S S X X
Milady's Art and Science of Nail Technology p S J/S X X X X X
Milady's Hair Additions: The FourthDimension
p S J/S X X X
Milady's Practical Theory WorkbookWorkbook
Answers, Teacher's Editionp S J/S
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Milady's Standard Textbook forProfessional Estheticians (7th Ed.) P S J/S
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Milady's Standard Textbook of Cosmetology p B NS X X X X X X X X X X X X X X X X X X
Milady's Standard Textbook of ProfessionalBarber-Styling p SS X X X X X X X X X
Milady's Standard Theory WorkbookWorkbook
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Milady's Tech Nails, Extensions, Wraps &Art
p S S. X X X X X
Planning Your Cosmetology Career p S J/SPractical Make-Up p S J/S X X X
Professional Cosmetologist (4th Ed.) p B J/S X X X X X X X X X X X X X X X X X X
SalonOvations' Day Spa Techniques p S S X X
SalonOvations' Guide to Aromatherapy p S S X X
Stage Makeup (8th Ed.) p S J/S X X X XStyling Competition: A Guide to WinningTechnique
p S S
Faces for Teens: A Step-by-Step Guide toHealthy Skin and Great Makeup v S J/S
Talk Hair Talk v S J/S
Learning Resource Guide©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /1.17(1997)
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)
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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
©Alberta Education, Alberta, Canada
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?
J.8/ Cosmetology Studies, CTS(1997)
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)
.45J.10/ Cosmetology Studies, CTS Sample Student Learning Guides(1997) ©Alberta Education, Alberta, Canada
SAMPLE STUDENT LEARNING GUIDE
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.
DO YOU NEED TO KNOWBEFORE YOU START?
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.
J.12/ Cosmetology Studies, CTS(1997)
Sample Student Learning Guides©Alberta Education, Alberta, Canada
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.
SHOULD YOUR WORK BE DONE?
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
COS1010 Personal Images
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.
J.14/ Cosmetology Studies, CTS(1997)
4430 Sample Student Learning Guides©Alberta Education, Alberta, Canada
COSMETOLOGY STUDIES
COS1010 Personal Images
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.
DO YOU NEED TO KNOWBEFORE YOU START?
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
demonstrate basic competencies.
SHOULD YOUR WORK BE DONE?
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©Alberta Education, Alberta, Canada
464 CTS, Cosmetology Studies /J.19(1997)
COSMETOLOGY STUDIES
COS2040 Haircutting 1
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:
Tests 10 20%Practice
Sectioning 5 10%
Blocking/angling 15 20%
Cutting 30 40%
Checking 10 15%
RESOURCES MAY YOU USE?
Milady's Standard Textbook of Cosmetology
The Professional Cosmetologist
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).
J.20/ Cosmetology Studies, CTS(1997)
4 8 5 Sample Student Learning Guides©Alberta Education, Alberta, Canada
COSMETOLOGY STUDIES
COS2040 Haircutting 1
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
SAMPLE STUDENT LEARNING GUIDE
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.
DO YOU NEED TO KNOWBEFORE YOU START?
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
COS3170 Male Facial Grooming 1
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
demonstrate basic competencies.
j \\._, SHOULD YOUR WORK BE DONE?
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©Alberta Education, Alberta, Canada
CTS, Cosmetology Studies /J.25(1997)
COSMETOLOGY STUDIES
COS3170 Male Facial Grooming 1
WILL YOUR MARK FOR THISMODULE BE DETERMINED?
The assessment for this course will consist of a practical evaluation emphasizing research and performance.
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:
Written/Oral Report 20-40%Practical Work
shaving techniques 20-30%
beard/moustache shaping 20-30%
moustache waxing 10-20%
RESOURCES MAY YOU USE?
Milady's Standard Textbook of Cosmetology
Art and Science of Professional Makeup
Milady's Standard Textbook of Professional Barber Styling
The Professional Cosmetologist
Hairdressing for Men and Women
J.26/ Cosmetology Studies, CTS(1997)
47!3 Sample Student Learning Guides©Alberta Education, Alberta, Canada
COSMETOLOGY STUDIES
COS3170 Male Facial Grooming 1
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
COS3170 Male Facial Grooming 1
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.
J.28/ Cosmetology Studies, CTS(1997)
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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