the project team · sample unit 9 modified beauty therapy review pack 5. sample unit 209 modified...

THE PROJECT TEAM Martha Craig North Down & Ards Institute FHE

(Lead College) Susan McSparran East Antrim Institute FHE Paula Hurson East Tyrone College FHE Sean Creamer Fermanagh College FHE Gloria Dickson North West Institute FHE Linda Matchett East Down Institute FHE Education & Training Inspector Margaret Robinson ACKNOWLEDGEMENTS The project team would like to thank the following people for their assistance during the project: Trevor Carson Curriculum Development Officer FE Sheila Holmes East Tyrone College Michelle Allport-Bell North Down & Ards Institute Paul Mills Barnfield College A special thank you to Michelle for her valid contribution with the modification of the Beauty Therapy material. Project modifications are available on CD Rom, a copy of which will be sent to each College.

Contents Page

Foreword

Glossary Of Terms

Introduction

Project Brief

Methodology

ICT Resources

Evaluation Of College Questionnaire

Further Education National Consortium (FENC) and

Insight Material Evaluation

Evaluation Of FENC Materials Completed By Lecturers And Students

Conclusion Of Evaluation

Modification

Evaluation Of Student Pack Beauty Therapy

Modification

Flow Charts

Other Issues Action Plan Conclusion Bibliography?

Appendices

1. Blank College Questionnaire 2. Staff Evaluation Questionnaire

3. Student Evaluation Questionnaire 4. Sample Unit 9 Modified Beauty Therapy Review Pack

5. Sample Unit 209 Modified Hairdressing Student Guide 6. Sample Unit 1 Modified Beauty Therapy Guide

7. Sample Unit 209 Modified Hairdressing Review Pack 8. Sample Presentation Package

Foreword

Glossary Of Terms Big Cat The FENC Big Catalogue CD ROM Compact Disk Read Only Memory C&G City and Guilds FE Further Education FEC Further Education Colleges FENC Further Education National Consortium HABIA Hair and Beauty Industry Authority ICT Information and Communication Technology MLE Managed Learning Environment NLN National Learning Network NVQ National Vocational Qualification SVQ Scottish Vocational Qualification VLE Virtual Learning Environment VTCT Vocational Training Charitable Trust

INTRODUCTION

Within the project the remit was to research the following material.

FENC

The Further Education National Consortium (FENC) was launched in 1991

as an association of 25 Further Education Colleges. They now have a

membership of approximately 200 FE colleges across the UK. They offer

a comprehensive range of flexible learning resources.

Resources can be obtained through access to the Big Catalogue which is

available from the FENC website or via the college intranet, a career disc

is also available for Hairdressing and Beauty Therapy.

They have recently introduced a Virtual Learning Environment, entitled

Consortium Discovery. This is a system that allows colleges to effectively

manage their electronic learning resources.

INSIGHT

Insight is a study programme offering Level 1,2,3 to the Hairdressing

Industry.

If the Insight Study Packs are used in conjunction with practical skills

and research, then the Candidate can obtain the required NVQ or SVQ

Level.

The Insight Study Packs have been produced in line with, the published

National Standards by the Hairdressing and Beauty Industry Authority

(HABIA) for NVQ and SVQ Levels 1,2,3.

NLN

National Learning Network materials are currently being developed in

Hairdressing and Beauty Therapy, therefore were not available for

evaluation. These multimedia-learning resources will cover the full FE

curriculum with particular focus on keyskills.

KEYSKILLS One of our principle objectives was to consider how we could facilitate

the development of keyskills through the medium of ICT in the

Hairdressing and Beauty Therapy areas. There is a vast amount of

keyskills information that can be accessed through the Internet. We are

aware that Management Learning Systems are being continually developed

at present. Within our project we aim to integrate applicable keyskills

standards directly to a vocational unit.

PROJECT BRIEF Rationale

There is a significant amount of work carried out within Hairdressing and

Beauty Therapy in our Colleges, with Beauty Therapy especially

experiencing growth and making an increased contribution to the

economy. There has been little collaborative curriculum development

done to support work in this area in Colleges and very little use of ICT

resources to support learning. Cognisance should be taken of the relevant

FENTO standards. (Further Education National Training Organisation)

Objectives

• Research and evaluate existing multimedia materials available

(FENC and NLN material)

• Match materials to NVQ Level 2&3.

• Identify and modify resource material to be delivered through ICT

support learner.

• To consider how best to support the development of key skills

through the medium of ICT in this vocational area.

• Research the possibility for students to use the material on-line.

• Pilot the materials with a student group.

• Evaluate the effectiveness of this type of learning support for

Hairdressing and Beauty Therapy.

METHODOLOGY

The group identified an approach to assist us in achieving our project brief.

Without the continual support of the project team’s respective colleges, this would

not have been possible.

Exploration and development of ICT skills to facilitate the further development

of the project.

Accessed existing multimedia materials. The team looked at FENC and

INSIGHT products. NLN materials are not yet available for hairdressing.

Designed and constructed a questionnaire for use in FE colleges to establish

what multimedia resources were available.

Liased with colleges who are currently using FENC products, which included a

visit to raise our awareness of how the product is actively used.

Attended informal MLE events.

Devised a questionnaire for both students and staff, to assist with the

evaluation process.

Evaluated units at NVQ level 2 & 3, in both hairdressing and beauty therapy,

with different groups of students.

Attended the FENC roadshow.

Liase with FENC and Barnfield College on developments, both present and

future.

Modified selected resource material to facilitate the integration of key skills

and the increased use of ICT to support the learner.

Awarding bodies (C&G and VTCT) were made aware of progress.

In order for awareness of existing materials to be increased, meetings with

colleagues, technicians and senior staff were arranged.

Individual college action plans have been developed, and will be implemented

during the embedding process.

RESOURCES The FE sector is in a state of turbulent change. As Lecturers within the FE sector, we are coping with a constantly changing environment. “People can live with change if there’s not a changeless core inside them. The key to the ability to change is a changeless sense of who you are, what you are about and what you value.” (Stephen Covey 1992) Access to learning through ICT is vital to meet modern day student needs. It must be available in new and creative ways for learners of all ages. In order to fully appreciate the materials, it is necessary to:

Have an understanding of material content.

Examine the process for delivery methods.

The methods of delivery, e.g.: student led learning, staff led learning, flexible learning and inclusive learning.

Drive for improvement.

Our first task as a team was to explore each of our individual colleges to find out:

What knowledge students have of ICT facilities/materials within their own colleges?

What ICT resources were available to students and staff?

What staff development was in place?

Who is responsible for staff development?

Awareness of FENC/Insight.

What materials were students currently using.

What resources were available and where.

We designed a questionnaire, which we felt would provide us with the relevant information to support our project in discovering how

resourced and prepared our colleges were to meet the changing needs. (Appendix 1, blank resource questionnaire).

Sample of findings of resource questionnaire from two of the colleges involved.

EAST TYRONE NORTH WEST

FENC Material Hairdressing

Yes Yes

FENC Material Beauty Therapy

Yes Yes

FENC CD ROM Hairdressing

Yes Yes

FENC CD ROM Beauty Therapy

Yes Yes

Where can the above material be found?

Resource Room, Library, Salon

Resource Room, Library, Intranet

Is the above material being used Hairdressing?

Yes, CDP Only

Yes, CDP Only

Is the above material being used Beauty Therapy?

No

No

Are they accessible to students?

Yes

Yes

If yes, how often?

Not often

Not often

Is the material on the College intranet/network?

Yes

Yes

What other CD ROM packages Beauty Therapy?

Only Anatomy & Physiology

None

What other CD ROM packages Beauty Therapy?

Only Anatomy & Physiology

None

What material available for key skills on the internet/intranet/network/ CD ROM?

FENC, Internet access to Lead Bodies

FENC, Internet access to Lead Bodies

What staff development is carried out for key skills?

Regular

Regular

What staff development is carried out for FENC?

In process

On going

What staff development is carried out for Insight?

None

None

Who is responsible for staff development?

Sheila Holmes

Sue Neilis

Who is responsible for the distribution of material to staff?

Sheila Holmes, IT Technician

ICT Co-ordinator

What MLE facilities available within colleges?

At present only hard ware, no soft ware

Virtual Campus, Blackboard, CISCO

Evaluation Of College Questionnaires General Comments.

An up to date catalogue of available ICT material would be beneficial to all staff. Communication is not as effective as it could be in dissemination of

material. With project involvement lecturing staff have become more aware

of ICT material, however the need for staff development for full-time and part–time is paramount to ensure success.

In some colleges it is still difficult for students to access material,

however this is in the process of being developed.

Hairdressing/Beauty Therapy Salons should be equipped with ICT hardware.

Staff development of FENC material has already started to take

place in some colleges.

Fermanagh, East Tyrone and Omagh College have established an ICT portal for Hairdressing and Beauty Therapy. (www.businessesconnect.org)

Some colleges are in the process of installing FENC Career Disk on

intranet/network.

In many colleges students have access to the college network/intranet, however it is still difficult to encourage students to access this facility when many staff have limited ICT training and are unaware of what is available within their own colleges.

Conclusion Overall awareness is being increased within the six colleges involved with the project. Progress is being made, through the gradual dissemination of information. Staff development will play a crucial role in the embedding of individual learning material.

Further Education National Consortium (FENC) and

Insight Material Evaluation

In order to evaluate the effectiveness of FENC and Insight materials the

group decided to create a questionnaire for both Lecturers and students

to include both paper copies and CD ROM (appendices 2&3). They were

designed to evaluate the overall effectiveness within the learning

situation. The questionnaires were evaluated within the six colleges

involved in this project to include other lecturers within these sections.

The questionnaires were designed to be user friendly with tick boxes

enabling students with learning difficulties to complete with ease.

The students involved included Full-time, Part-time, New deal, Job skills

Modern Apprenticeship and covered age range between 16 – 56 years old.

The evaluation also included students with learning difficulties such as

dyslexia and it showed in their questionnaires that they found the packs

difficult to work on individually. The audiovisual aspects of the CD ROM

proved more beneficial.

The group decided that all nine units within Level 2 hairdressing would be

evaluated and six mandatory units within Level 3. Within Beauty Therapy

two units at Level 2 & 3 were evaluated. The units were divided between

the six colleges (only two colleges were involved with the evaluation of

Beauty Therapy units, North Down & Ards and East Antrim Institutes).

The units that we evaluated are as follows. These can be located on the

CD ROM.

Hairdressing NVQ Level 2 Units

Unit 201 Advise and consult with clients.

Unit 202 Shampoo and condition hair and scalp.

Unit 203 Style hair using drying and setting techniques.

Unit 204 Cut hair using basic techniques.

Unit 205A Perm, and neutralise hair.

Unit 206 Change hair colour using basic techniques

Unit 207 Fulfil salon reception duties.

Unit 208 Develop and maintain effective team work and

Relationships

Unit 209 Support the health, safety and security of the

salon environment

Hairdressing NVQ Level 3 Units Unit 301 Maintain and improve services to the client. Unit 302 Cut and re-style hair to achieve a variety of looks Unit 303 Perm hair using a variety of techniques. Unit 304 Colour hair using a variety of techniques. Unit 305 Contribute to the financial effectiveness of the Business. (This has now become an optional unit) Unit 306 Contribute to the maintenance of health, safety and security in the salon. Beauty Therapy NVQ Level 2 Units Unit 1 Support Health and safety and security in the salon environment. Unit 9 Improve the appearance and condition of nails and adjacent skin. Beauty Therapy NVQ Level 3 Units Unit 14 Improve body conditions using mechanical and electrical treatment. Unit 20 Improve face and skin conditions using electrical treatment.

Evaluation Of FENC Materials Completed By Lecturers and

Students

A break down of the questionnaires returned is as follows

Hairdressing (no Level 3 material available from FENC)

Level 2 10 lecturers

75 students

Career disc 2 lecturers

14 students

All returns showed that the majority of the material was will received by

both Lecturers and students. For some lecturers this was the first time

they used this material as a teaching aid.

Charts 1 –4 indicate that the overall response was positive.

Chart 1

Student QuestionnaireNVQ Level 2 Hairdressing

Overall Impression of FENC (Printed Material) U201-209

Excellent35%

Above Average25%

Average28%

Below Average10%

Poor2%

Chart 2


Overall Impression of FENC (CD ROM) U203 & 209

1 - Very Poor7%

2 - Poor8%

3 - Average23%

4 - Very Good21%

5 - Excellent41%

Chart 3

Staff QuestionnaireNVQ Level 2 Hairdressing

Overall Impression of FENC (Printed Material) U201-209

1 - Poor1%

2 - Below Average9%

3 - Average43%

4 - Above Average41%

5 - Excellent6%

Chart 4


Overall Impression of FENC (CD ROM) U203 & 209

5 - Excellent14%


3 - Average14%

General comments - Lecturers

A good resource which complement the standards CD ROM an excellent tool especially for students with learning

difficulties Modifications can be made Presentations can be delivered

General Comments – Students CD ROM

Worthwhile experience, but needed help from Tutor. Instead of class sitting down together, it would be very helpful for

each individual to try the Disc on their own. CD ROM was a very good learning experience. I feel doing practical work you learn a lot more, although I thought

the disc also very helpful.

Paper Package

Very helpful. Needed extra help from textbook tutor At times a little confusing. Clearer understanding of unit

Evaluation Of Insight Material Completed By Lecturers and Students Insight material is only available for hairdressing A break down of the questionnaires returned is as follows Hairdressing Level 3 5 lecturers

56 students Charts 5 & 6 indicate that the overall responses were positive. The results indicate Level 3 students who were more mature with salon experience found them very easy and did not enjoy working with the packs as much as less experienced students.

Chart 5


Overall Impression of Insight Material U301- 306

1 - Poor5%

2 - Below Average

11%

3 - Average22%

4 - Above Average

20%

5 - Excellent42%

Chart 6


Overall Impression of Insight Material U301- 306

1 - Poor11%

2 - Below Average

14%

3 - Average17%

4 - Above Average

41%

5 - Excellent17%

General Comments - Lecturers

Support pack which encourages students to take charge of own learning No interaction with CD ROM Other materials required to complete the pack.

General Comments – Students

A good guide but other material required to achieve unit More suitable for Level 2 students

Beauty Therapy

Two units from Level 2 & 3 were evaluated by both lecturers and

students (paper copies only).

Level 2 5 lecturers

Level 3 32 Students

Level 2 3 Lecturers

Level 3 19 Students

All returns showed that the majority of the material was well received by

both Lecturers and students. For some lecturers this was the first time

they had used this material as a teaching aid.

Charts 7-10 indicate that the overall response were positive.

Chart 7

Student QuestionnaireNVQ Level 2 Beauty Therapy

Overall Impression of FENC (Printed Material) U1 & 9

4- Above Average35%

3 - Average32%

2 - Below Average16%

1- Poor2%

5 - Excellent15%

Chart 8

Student QuestionnaireNVQ Level 3 Beauty Therapy


5 - Excellent14%


3 - Average30%


1- Poor16%

Chart 9

Staff QuestionnaireNVQ Level 2 Beauty Therapy


1- Poor3%


3 - Average23%

2 - Below Average3%

5 - Excellent11%

Chart 10

Staff QuestionnaireNVQ Level 3 Beauty Therapy


3 - Average24%

4- Above Average47%

5 - Excellent19%


General Comments – Lecturers

Units meet the standards Too in depth especially regarding anatomy and physiology in some

units Diagrams not clear Repetitive material No review packs Topics and activities within the CD ROM are in good sequential

order The activities throughout the CD ROM, make learning more

enjoyable, by laying the information out in quiz form, instead of the traditional questions/answers

General Comments – Students

Units repetitive at times Some units too in depth Larger diagrams Diagrams not clear

Conclusions Of Evaluations Overall the findings were very positive and encouraging. The FENC material provides all relevant information that meets the National Standards. A flexible approach, that enables modification to meet standards when required. The Insight material was well received by less experienced students, but other material is required to complete the packs. The packs are not as interchangeable as the FENC material. One area of concern would be the lack of Beauty Therapy review packs in level 2. This issue has been addressed and to date one review pack has been compiled, Unit 9 “Improve the Appearance and Condition of Nails and Adjacent Skin”. (Sample review pack appendix 4)

MODIFICATION

The group divided the units and evaluated them with a view to

modification where required.

The structure agreed for the evaluation was as follows.

CONTENT/ACCURACY OF COVERAGE

CURRENCY OF MATERIAL

CLARITY OF LANGUAGE/TERMINOLOGY

SUITABILITY FOR N.V.Q. STANDARDS

ADDITIONAL COMMENTS

The material for evaluation was as follows:

Both paper material and CD ROM (FENC) Hairdressing level two

were evaluated.

Both paper material and CD ROM (FENC) Beauty Therapy level two

and three were evaluated.

Paper material only (INSIGHT) for Hairdressing level three was

evaluated.

Beauty Therapy was given to a Beauty Therapy Lecturer who followed

the same format. A sample of hairdressing and beauty therapy

evaluation is included.

EVALUATION OF STUDENT PACK Name of Pack FENC Unit No 209 Course / Level Hairdressing level 2 Paper / CD Rom Paper CONTENT / ACCURACY OF COVERAGE The Unit is divided into the following 5 main sections: - 1. Emergency Procedures – looks at how to follow emergency procedures

in the salon. 2. Health & Hygiene – covers how to maintain good hygiene practice and cross-infection in the salon. 3. Working Safely – looks at why all staff must work safely and not endanger themselves, clients and other staff. 4. Salon Security – covers how to reduce security risks to clients, the

salon and its staff. 5. Legislation – this explains the main laws and regulations governing your work in the salon. CURRENCY OF MATERIAL Meets the essential knowledge and understanding for the standards. The information given is more than adequate. Diagrams are clear and accurate.

CLARITY OF LANGUAGE / TERMINOLOGY The language used is straightforward, easy to read and understand. The correct terminology is used. SUITABILITY FOR N.V.Q. STANDARDS NVQ Standards are met in this pack and the information is suitable for level 2 and would also be suitable material for level 3. ADDITIONAL COMMENTS

A well presented study guide with comprehensive coverage of all aspects of health, safety and security of the salon environment Students found this pack interesting and gained a lot from it. Evidence for keyskills could be gathered from this pack Clip art could be include to reinforce points

EVALUATION OF STUDENT PACK Name of Pack FENC Unit No Unit 1- Support Health and Safety, Security in the Salon. Course / Level Beauty Therapy Level 2 Paper / CD Rom Paper

CONTENT / ACCURACY OF COVERAGE

1. There are certain activities, which involve the student having to draw pictures; this activity may not be suitable for all students.

2. Some of the sections are again repeated within other units i.e. Salon Hygiene

(Page 28), Self Presentation (Pages 32 & 34), Posture and Deportment (Page 34), Health & Safety Procedures (Page 17).

3. There is more research required in this unit, which gives variety to learning, but

however I feel there could more detailed content in certain areas i.e.

The Fire Precaution Act 1971 (Page 10 –See suggested amendments) Security Procedures (Page 37 – See suggested amendments) The Health and Safety at Work Act 1974 (Page 9 – See suggested

amendments) The Contents of a First Aid Box (Page 18 – See suggested amendments) The Procedure in the Event of an Accident (Not in pack – see suggested

proposal) All of these are not within the packs, but could be added before Activity 6 (Page 20), for convenience, and easy access.

CURRENCY OF MATERIAL

The material within the work pack appears to be current, and up-to-date.

CLARITY OF LANGUAGE / TERMINOLOGY

1. The language within this unit is clear and concise.

2. The information is laid out in point form, easily read and understood by students, and lecturers.

SUITABILITY FOR N.V.Q STANDARDS

1. This unit meets the standards and expectations, required for NVQ Level 2.

2. The activities within this pack do break up the theory content, and thus

assist teaching.

ADDITIONAL COMMENTS The pack in general is very well presented, but however, with the inclusion of

additional pictures or characters, could assist with breaking up of large amounts of text, and thus make learning easier and more enjoyable (See suggested amendments).

The contents of the pack are detailed, however, I feel that some students

may benefit from some additional material to assist with completing activities within this pack (See suggested amendments).

Staff Development

Staff development was delivered to enable us to take appropriate steps

for modification.

Susan Mc Queen East Tyrone College FHE: Workshop on

Internet skills.

Margaret Duddy North West Institute FHE: Workshop on

customising FENC material.

Carol Viney & Yvonne Swan Fermanagh College FHE: Workshop

on MLE.

Paul Hoyle Belfast Institute of F&HE: Workshop on MLE (black

board)

Modification

Student Guide

Unit 209 (Hairdressing) and Unit 1 (Beauty Therapy) were selected

for modification. These are the Health & Safety units at level two.

The paper package was down loaded into a word document to enable

terminology/additional changes and the inclusion of Key Skills with

symbol where relevant.

The following changes were made (Hairdressing)

New cover sheet (See Appendix 5)

Inclusion of keyskills in content page

The use of clipart to enhance visual appearance and key

areas

Text changes were applicable

Mandatory assignment was added to replace revision test.

This covers all essential knowledge to complete this unit.

Sample changes (Appendix 5)

The following changes were made (Beauty Therapy)

New cover sheet

Inclusion of keyskills in content page

The use of clipart to enhance visual appearance and key

areas

Additional Text included were applicable to meet standards


Review Pack

Hairdressing 209 Health and Safety. The inclusion of CD ROM

teacher guidance notes and keyskills Guidance


The modified units will enhance teaching delivery with the following

resources available.

Paper material

Career disc

Presentation package (Appendix 8)

All suggested amendments are open to individual interpretation and can

be easily changed to meet individual needs.

SUPPORT THE HEALTH, SAFETY AND SECURITY OF THE SALON ENVIRONMENT UNIT 209

HAIRDRESSING – NVQ LEVEL 2 – UNIT 209 – REVIEW PACK of 58

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Evaluation

Unit content

Does it meet thestandards?

Is the information toolittle/too much?

Is the material up to date?

Are the diagrams, materials, products,

styles out of date?

Is the language and terminology clear and self explanatory?

Select unit for modification



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Select unit

Down load material

Change terminology,

wording

Add keyskills symbol:task

Delivery mode

Paper package

CD ROM Presentation packages

Scheme of work



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APPENDIX 1

ICT HAIRDRESSING & BEAUTY THERAPY PROJECT

ICT Material available within College College: Name of Staff member 1. FENC Material Available – Hairdressing ………… 2. FENC Material available - Beauty Therapy ………… 3. FENC CD Rom Hairdressing ………… 4. FENC CD Rom Beauty Therapy ………… 5. Where can the above material be found? ………………………………… …………………………………………………………………………………………………………………………………………… 6. Is the above material being used? - Hairdressing…………………………

Beauty Therapy ……………………..

7. Are they accessible to students?………… Comments – (resource centre, library, salon,)

.…………………………………………………………………………………………………………………………………………………………………………………………,………………………………………………………………………………………………….………… 8. If YES, how often would the material be used by students? ………………………………………………………………………………………… 9. Is the material available on the College Intranet?…….



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Comments ………………………………………………………………………………………… 10. Insight material available - hairdressing? ………………………………………………………………………………………… 11. What other CD Rom packages are available

Hairdressing… …………………………………………………………………………………… Beauty Therapy …………………………………………………………………………………………………………………………………………………………………………

12. What material is available for key skills on the intranet, CD ROM etc? ………………………………………………………………………………………… ………………………………………………………………………………………… 13. What staff development is carried out for?

A/ Key Skills (FT/PT) ……………………………………………………….. B/ FENC (FT/PT) ……………………………………………………….. C/ Insight Material (FT/PT) ………………………………………………………..

14. Who is responsible for staff development? ………………………………………………………………………………………… 15. Who is responsible for the distribution of material to staff? ……………………………………………………………………………………… 16. What MLE facilities are available within college? ………………………………………………………………………………………… 17. What CDP’s (ICT) have your college been involved in, or are currently involved in? ……………………………………………………………………………………………………………………………………………………………………………………



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Other comments …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………



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APPENDIX 2 Staff Questionnaire

QUESTION

SCALE OF EVALUATION OF FENC MATERIAL

1 2 3 4 5

( POOR) (EXCELLENT) How accurate was the

content?

How current did you find the material?

How did you find the use and level of language?

How appropriate was the depth of the material?

How appropriate was the breadth of the material?

How suitable was the material for the unit target outcomes?

How highly would you recommend this material?



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APPENDIX 3

Student Questionnaire

Question Scale of what you thought of FENC Package 1. How easy is the material to understand?

1 (difficult)

2 3 4 5 (easy)

2. Did you like working from a learning pack?

1 (not at all)

2 3 4 5 (very

much) 3. How helpful was the pack, in achieving your unit?

1 (not at all)

2 3 4 5

4. Did the contents of the pack help you with your written tests/assignments?

1 (not at all)

2 3 4 5 (Very much)

5. Did you like the activities in the pack?

1 (not at all)

2 3 4 5 (very much)

6. Were the diagrams clear and helpful?

1 (not at all)

2 3 4 5

7. How often were you able to work alone on the pack?

1 (never)

2 3 (sometimes)

4 5 (always)

8. Did you need any other books or materials in order to complete the activities?

1 2 3 4 5

9. Where and how did you complete the pack?

Home College By yourself In a Group With tutor YES/NO



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APPENDIX 4 Sample Unit 9 Improve the Appearance and Condition of the Nails Beauty Therapy Review Pack

Activity 9

Q1

EpidermisHair shaft Pore

Dermis

Nerve ending

Sweat gland

Arrector pili muscle

Sabaceaous gland

Hair follicle

Hair root

Nerve ending

Sweat gland



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ACTIVITY 11

Q2

Disorder or Disease Appearance and Cause

Treatment

Corrugations

Common illness such as flu temporarily effect the supply of blood to the matrix, thus the nails forming cells suffer

As the general state of health improves so does the health of the matrix and new normal cells replace the damaged ones

Furrows

Or grooves appear as a result of external minor injury

Buff and damage will grow out

Leuconychia

White spots, as a result of minor injury which causes git to become trapped between the layers of the cells

Harmless and will grow out eventually, can indicate a calcium deficiency

Pterygium

Excessive amount of cuticle growing over the nail plate

Treated medically



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Hangnail

Hardened pieces of skin, split away from the nail and cuticle

Keep cuticles moistened, flexible and pliable

Onchauxis

Very thick nails usually accompanying the aging process, can be caused by internal disorders

None

(buffing may help short term)

Onychophagy

Bitten nails Regular manicures and products especially designed to deter nail biting

Onychorrhexis

Dry flaking nails, fat and moisture keep the nails flexible, the layers of cells compacted into a smooth plate. They can be removed easily

Protect and moisturise hands between household chores

Paronychia

Starts of as hangnail or following loss of cuticle from part or whole of the cuticle caused by fingers

Keep hands dry and cuticles soft and pliable



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APPENDIX 5

Front Cover

Before Modification

After Modification

Sample Unit 209 Support Health and Security in the Salon Environment Hairdressing Student Guide (Modified to include key skills)

NVQ LEVEL 1 KEYSKILLS QUALIFICATION – UNITS/ELEMENTS OF COMPETENCE

Information Technology

1.1 Find and Develop Information, activity 2

�

1.2 Present Information, activity 2

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Application of Number

1.1 Interpret Information, activity 2, 12

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1.2 Carry out Calculations, activity 2, 12

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1.3 Interpret Results and Present Findings,

activity 2, 12

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Communication

1.1 Discussions, activity 2,8

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1.2 Reading, activity 1,2,8

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1.3 Writing, activity 1,2,3,8

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KEYSKILLS (C1.2 READ,C1.3 WRITE)

All work premises, including hairdressing salons – large or small – should have emergency procedures and all staff should know about them. Emergency procedures simply means – what to do in the case of an emergency.

Activity 1 1 What types of emergencies can you think of that might happen in a

salon?

2 Now describe your salon's procedures in case of fire.

• Some emergencies may require evacuation of the building on the instructions of the Police, Fire Service or any of the 'utilities' such as gas, water and electricity companies because of possible danger. The salon should have an agreed assembly point, which is well clear of the building. This is explained in the salon's Evacuation Procedure.



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3 Where is your salon's assembly point?

4 Explain how you would evacuate the building if an emergency happened.

Check your answers with your tutor

FIRE PROCEDURES

No matter how much care is taken in prevention, there's always the possibility that a fire could break out in the salon. A salon uses lots of electrical equipment, there may be a gas supply to heat the salon and for hot water and there are inflammable hairdressing products such as hair sprays and lotions (inflammable means easily set on fire). Some salons also use propane (bottled gas) heaters to heat the salon.

These can be a dangerous mix if not respected!

Would you know what to do if a fire broke out in your salon?

All workplaces should have a fire procedure and all staff should know it – it's usually displayed in the salon. It's important so that staff can act quickly and safely if a fire breaks out. The fire service is always pleased to give advice and, in fact, makes regular checks on salons (and other business premises) to ensure that fire exits are not locked or obstructed and that proper fire extinguishers are installed and properly maintained or serviced. Larger premises must also have a Fire Certificate issued by the Fire Service or Local Authority.



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PERSONAL HYGIENE AND APPEARANCE

Don't forget that the first impressions that you make with your clients are the most important! What impression would you make if your hair was untidy, your overall stained and your hands and nails dirty?

Activity 5 The following are things to think about your own personal hygiene and appearance. Look at each one and explain why they are important to hairdressers.

PERSONAL HYGIENE

NAILS AND HANDS

ORAL HYGIENE

HAIR

FEET

POSTURE AND DEPORTMENT

REVIEW pack

llllk



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APPENDIX 6 Sample Unit 1 Support Health and Security in the Salon Environment Beauty Therapy Student Guide (Modified to include key skills) When working in a salon everyone must follow:

The Health and Safety at Work Act 1978

This act covers every part of health, safety and welfare at work. It states the responsibilities of all employers and employees. These must be followed to create a safe working environment.

AS AN EMPLOYER

You must take measures to safeguard the health, safety and

welfare of your employees. Whatever the work process, you must ensure it is carried out in a manner which is safe and which will not adversely affect the health of your employees, either now or in the future. 1 You must provide and maintain work systems which are safe and without risk to health. Plant and machinery must also be maintained to appropriate standards of safety. This involves planning the work processes, assessing the risks involved and putting in place measures to deal with the risks identified. 2 You must make provision for the safe use, handling and transport of articles or substances used at work. This again requires planning and risk assessment with regards to such things as the manual handling of heavy or awkward items or loads, and the handling and use of substances, which are of a dangerous nature. 3 You must provide to employees information, instruction, training and supervision in order to ensure their health and safety at work. In effect you must make a positive effort to ensure that all employees are told of any likely risks arising from work processes or from materials they have to handle. Instruction and training must be provided along with an appropriate degree of supervision. It is not acceptable to presume that an employee knows or realises the risks.



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4 As regards the workplace, you have a responsibility to ensure that it is maintained in a condition that is safe and without risk to health. Not only the physical layout of a workplace but the working conditions, such as lighting, heating, ventilation and cleanliness. Where there is a recognised health hazard (asbestos dust) regulations made under the Order require you to reduce the risk by appropriate means and to set up a system to monitor the health of those workers likely to be affected by the hazard. AS AN EMPLOYEE By law, you must take reasonable care for your own health and safety. You must also have regards for the health and safety of others who may be affected by what you do or you neglect to do. You are obliged to co-operate with the employer, so far as necessary, to make it possible for him or her to carry out his or her responsibilities as regards to health and safety. You must not intentionally interfere with or misuse anything provided in the interests of health, safety and welfare (whether it be a guard on a machine, a fire alarm etc) or a piece of equipment specially provided to make a job safer. The Manual Handling Regulations 1992

This places upon all at work the duty to minimise the risks from lifting and handling objects.

The Personal Protective Equipment at Work Regulations 1992

It is the employer's duty to provide protective equipment for all employees, and provide training on how to use this protective equipment.

The Control of Substances Hazardous to Health Regulations 1992 (COSHH)

This states the importance of storage, use and sale of chemicals to clients, and also the disposal of chemicals.



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Activity 8

KEYSKILLS (C1.2, C1.3, IT 1.1,1.2, N1.1, N1.2, N1.3)

Who is the salon Fire Marshall?

The salon should have fire-fighting equipment that is in good working order. Identify the type of equipment available and indicate where you can find them in your salon. Write your findings below.

Draw a diagram to show the different types of extinguisher available for different types of fire. Include electrical fires, non-electrical fires and blankets.



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APPENDIX 7 Sample Unit 209 Review Pack Support Health and Security in the Salon Environment (Modified to include teachers guidance notes) C.D ROM. Teacher Guidance Notes Contents of Health and Safety (UNIT 209) Slide 1. This is a brief summary of what is covered in (Unit 209). Slide 2. Introduction to Health and Safety. Slide 3. Personal Health and Safety. Slide 4. Hands and Nails. Slide 5. Personal Protective Equipment. Slide 6. Mouth and Teeth. (Learning Activity). Slide 7. Personal Appearance. (Hair) Slide 8. Personal Appearance (Shoes) Slide 9. Personal Appearance (Clothing) Slide 10. Personal Appearance (Jewellery) Slide 11. Personal Appearance (Posture and Appearance) Slide 12. Manual Handling Operations Regulations 1992. Slide 13. Lifting Stock/Equipment. Slide 14. Exercise and rest. (Learning Activity) Slide 15. Operate Safely in the Salon. Slide 16. Equipment. (Learning Activity) Slide 17. Infectious Conditions. Fungi/Bacteria/Virus. (Learning Activity) Slide 18. Major sources of infection. Slide 19. Methods of Sterilisation. (Autoclave) Slide 20. Methods of Sterilisation. ( U.V. Cabinet) Slide 21. Methods of Sterilisation. (Chemical) Slide 22. Laundry (Learning Activity) Slide 23. Disposal 0f waste. Slide 24. Disposal of sharps. Slide 25. Disposal of aerosols. Slide 26. Handling and storing products. Slide 27. COSHH Regulations 1988. Slide 28. COSHH Employers Responsibilities. Slide 29. Hazardous Substances. (Learning Activity) Slide 30. Hazardous Substances. (Precautions)



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Slide 31. Hazardous Substances. (Potential Products) Slide 32. Electrical Equipment. Slide 33. Work Equipment Regulations 1992. Slide 34. Hazards. Slide 35. The Health and Safety at Work Act 1974. (Learning Activity) Slide 36. First Aid. Slide 37. First Aid. Slide 38. Emergencies. Slide 39. Fire Extinguishers. (Learning Activity) Slide 40. General Rules. Slide 41. Work Place Regulations. Slide 42. Fire Evacuation Procedures. Slide 43. Emergency Services. Slide 44. Fire Prevention Officer. Slide 45. Emergencies, Flood, Bomb Alerts, Gas Leaks, Suspicious Persons. (Learning Activity) Slide46. Security Slide 47. Recording Accident. (Learning Activity) Slide 48. Client Care. Slide 49. Client Records. Slide 50. Test.



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Tutors Guide to Keyskills Within our project we integrated keyskills standards directly to Unit 209 Health & Safety. For example the following shows the

keyskills standards for Level 1 and Level 2 for communication.

COMMUNICATION

Level

1

You must be able to:

Take part in discussions about Straightforward subjects. Read and

identify the main points and ideas from documents about straightforward subjects.

Write about

straightforward subjects

Level

2 You must be able to:

Help move discussions forward.

Give a short talk

using an image to illustrate your main points.

Read and

summarize information from extended documents.

Use a suitable

structure and style when writing extended documents


HAIRDRESSING – NVQ LEVEL 2 – UNIT 209 – REVIEW PACK Page 2 of 58

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APPENDIX 8

SAMPLE PRESENTATION PACKAGE

HAZARDS IN THE SALONHAZARDS IN THE SALONICT Project

Introduction Introduction The law says that both employers and staff alike have a duty in law to maintain a safe working environment. So, if you spot any potential hazards, you must take action and report them to your employer. Of course, if dealing with the hazard means that you put yourself in danger, do nothing – report it straight away!Let's begin by looking at some common hazards in the salon.A hazard is anything that has the potential to cause harm and you have a duty to report it to your manager or supervisor.

Other possible hazardsOther possible hazardsDamaged floor surfacesUnlit or poorly lit passages and stairwaysDangerous stacking of packagesLeaking pipes, containers etc.Rubbish left in working areasFailure to wear personal protective equipmentUsing damaged or faulty equipmentin this subject

Types of hazardsTypes of hazardsHazards can be physical, chemical or biological:

Physicalobstructions (blocked stairways, exits etc.)spillages and breakagestripping and fallingscalds and burnselectricityfirewaste disposalhandling and lifting


HAIRDRESSING – NVQ LEVEL 2 – UNIT 209 – REVIEW PACK Page 3 of 58

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Chemicalallergic reactionsdamage to clothingstorage and handlingskin/eye burnspoisoninginhalation (breathing in)

Biologicalcross-infectioninfestationskin cuts

Physical Hazards

Obstructions

Spillages and breakages

Physical Hazards

Tripping and falling

Scalds and burns

Physical Hazards

Electricity

Fire

Physical Hazards

Waste disposal

CHEMICAL HAZARDS

Allergic reactions

Damage to clothing

the project team · sample unit 9 modified beauty therapy review pack 5. sample unit 209 modified...

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