VTCT Hair and Beauty Studies: Level 1 Foundation Diploma ADR UnIt 1

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Take a look at Unit 1: Introducing Hair Styling, from our student book for VTCT Level 1 Foundation Diploma in Hair & Beauty Studies. For more information visit: http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HairBeautyAndHolisticTherapies/Diploma/VTCTLevel1FoundationDiplomainHairandBeautyStudies/VTCTLevel1FoundationDiplomainHairandBeautyStudies.aspx

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<p>1 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 1 Introducing the hair and beauty sector Level 1 Foundation DiplomaU0|l 1 l0l|0000|08 l08 0|| 00 080l9 880l0|U0|l 0v8|v|8w30 Guided learning hoursLearning outcomesLO1: Know the key aspects of the UK hair and beauty sectorLO2: Know the role and infuence of the hair and beauty sectorLO3: Know the services and treatments typically offered by the hair and beauty sectorResources provided:Sample scheme of work page 000Overview of activities page 000Activities page 000Sample assessment page 000PowerPoint presentation on CD-ROMVTCT_foundationUnit1_Hair&amp;Beauty1 1 27/4/09 09:56:27Level 1 Foundation Diploma UNIT 1 Introducing the hair and beauty sector Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.U0|l 1 l0l|0000|08 l08 0|| 00 080l9 880l0|bmI8 8008m8 0l w0|k Guided learning hours (GLH): 30Structure of delivery: This is a suggested guide for delivery of this unit and the activities.External visit and write-up 6 hoursTheory sessions 20 hours Input from specialists and write-up 3 hoursExternal assessment 1 hourGLH Content Possible activities ResourcesSession 1: 4 GLHDescribing the six industries (hairdressing, barbering, African Caribbean, spa therapy, nail services and beauty therapy) within the UK hair and beauty sector.Whole-class teachingIntroduce the unit aims and objectives. Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.Paired work (ideally six pairs one for each industry listed) Ask pairs to research a chosen industry within the sector in order to produce an informative 5-minute presentation the rest of the class. The presentation should give a heading and include information on: the industry itself (i.e. the service it provides) client type (age, gender, wealth, ethnic origin, lifestyle, etc.) environment in which the industry is practised (e.g. salons, hotels, cruise ships).This basic research task can also be undertaken as an individual activity or a small group activity (two or three per group), as below.Individual work Learners research the six industries and produce a description for each that includes the same elements as the presentation above.Group work Each group researches two industries and produces a poster for future reference, to include the same elements as the presentation above.Whole-class teachingRevisit the aims and objectives using question-and-answer two-way feedback, checking that these have been met. If they havent, note necessary areas for development/recap next session.Copies of unit overview and learning outcomes from the VTCT Diploma in Hair and Beauty Studies specifcationPowerPoint presentation 1Smart whiteboardFlipchart paper and pensICT facilities including PowerPoint and Internet accessAccess to books, magazines and videos/DVDs/TV programmes about the hair and beauty sectorVTCT_foundationUnit1_Hair&amp;Beauty2 2 27/4/09 09:56:275 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 1 Introducing the hair and beauty sector Level 1 Foundation DiplomaGLH Content Possible activities ResourcesSession 2: 1 GLHKnowing the economic contribution, size, scope, geography and development of the hair and beauty sector.Whole-class teachingIntroduce the unit aims and objectives. Consider learners prior knowledge and experience on topics. Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.Individual work Learners complete the text in Activity 1.2 by flling in the gaps from a selection of words. A full version of the text, with gap-fll words in bold, is given on an activity answer sheet (page 000).Individual/paired activity Learners visit the Habia, Wella and Spa Business Association websites (via Hotlinks, see page 000) to research information.Whole-class teachingRevisit the aims and objectives using question-and-answer two-way feedback, checking that these have been met. If they havent, note necessary areas for development/recap next session.Activity sheet 1.2Internet accessSession 3: 4 GLHKnowing the role and infuence of the hair and beauty trade and professional organisations within the UK sector.Whole-class teachingIntroduce the unit aims and objectives. Consider learners prior knowledge and experience on topics. Lead a question-and-answer session to secure understanding of the session and help sort out any concerns. Hand out Activity 1.3 and quickly run through it with learners. Ask them to complete task 1.Individual work Ask learners to work on task 3 of Activity 1.3 to build a portfolio of adverts for fve hair and beauty product and services, and then explain how two of these infuence hair and beauty industry. Check spelling and grammar for accuracy.Whole-class teachingRevisit the aims and objectives using question-and-answer two-way feedback, checking that these have been met. If they havent, note necessary areas for development/recap next session.Activity sheet 1.3Folder for portfolio buildingMagazinesInternet accessTV/video/DVD clips of advertisementsInternet accessVTCT_foundationUnit1_Hair&amp;Beauty3 3 27/4/09 09:56:280Level 1 Foundation Diploma UNIT 1 Introducing the hair and beauty sector Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.GLH Content Possible activities ResourcesSession 4: 6 GLHMaking links between the hair and beauty sector and fashion, retail, sports therapy, health, complementary and alternative medicine, paramedical treatments, and media (flm, theatre and TV)Whole-class teachingIntroduce the unit aims and objectives. Consider learners prior knowledge and experience on topics. Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.Whole-class outing/teaching Arrange a visit to a shopping mall (with cinema complex if possible), to see a wide range of retail and public service facilities. Ask learners to use Activity sheet 1.4 to note what they have seen and to jot down the role and infuence of hair and beauty sector on fashion, retail and media within venue. Back in class, pool fndings and thoughts from learners. Compile a class diagram to show where and how links to the hair and beauty sector are made. Learners should be asked to copy fnal diagram. Alternatively, plan a virtual visit using Internet resources, magazines and DVDs of relevant materials to enable learners to complete their checklists.Whole-class teachingRevisit the aims and objectives using question-and-answer two-way feedback, checking that these have been met. If they havent, note necessary areas for development/recap next session.Travel/trip documentationActivity sheet 1.4Notebooks and pens; you could also use recording devices such as Dictaphones if availableWhiteboard or fipchartInternet access for virtual tour if group visit not possibleMagazinesClips from DVDs showing advertsSession 5: 3 GLHMaking links between the industries that make up the hair and beauty sector and sports therapy, remedial make-up, and complementary and alternative medicine.Prior to the sessionYou will need to contact a local further education college or local practitioners for specialist input on sports therapy, remedial/camoufage make-up, and complementary and alternative medicine. You will then need to arrange date, time and venue when these specialists can talk to your learners. The Changing Faces and Contact Research Council for Complementary Medicine websites, which you can access via Hotlinks (see page 000), may also prove useful.Whole-class teaching Introduce the unit aims and objectives. Consider learners prior knowledge and experience on topics. Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.Activity sheet 1.5If possible, video or recording of specialist talks for reference.Any background information on the three specialist areas and handouts that the speakers may bring along.VTCT_foundationUnit1_Hair&amp;Beauty4 4 27/4/09 09:56:295 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 1 Introducing the hair and beauty sector Level 1 Foundation DiplomaGLH Content Possible activities ResourcesSession 5: 3 GLH(Continued) specialists will make clear links between their sector and the industries within the hair and beauty sector. At the end of the talks, explain to learners that this information will form the basis of their next task, as outlined on Activity sheet 1.6. Revisit the aims and objectives using question-and-answer two-way feedback, checking that these have been met. If they havent, note necessary areas for development/recap next session.Sessions 68: 9 GLH (3 hours per session)Planning a presentation to deliver to a specialist in one of the following:sports therapy remedial make-up complementary and alternative medicine.Whole-class teaching Introduce the unit aims and objectives. Consider learners prior knowledge and experience on topics. Lead a question-and-answer session to secure understanding of the session and help sort out any concerns. Remind learners that Activity 1.6 is a large chunk of work spanning three x 3-hour sessions, culminating in a presentation to a specialist in the related industry they have chosen to cover.Pairs/small groups work Hand out Activity sheet 1.6. Ask learners to choose one of the industries that was presented by specialists in Session 5. Explain that they will need to research all aspects for providing one particular treatment/service in their chosen industry, e.g. for sports therapy it could be a massage treatment. Learners work over a number of hours to prepare to pitch their service idea to the specialists from session 5, with the specialists providing feedback. At the end of each session revisit the aims and objectives using question-and-answer two-way feedback, checking that these are being met. If they arent, note necessary areas for development/recap next session.Activity sheets 1.5 and 1.6Other notes and handouts from session 5Text booksIf made, flm or audio of specialists presentationsAccess to ICT facilities and the InternetVTCT_foundationUnit1_Hair&amp;Beauty5 5 27/4/09 09:56:29bLevel 1 Foundation Diploma UNIT 1 Introducing the hair and beauty sector Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.GLH Content Possible activities ResourcesSession 9: 3 GLHCompleting a series of activities to consolidate terminology, language and basic background information about the hair and beauty sector.This session comprises a series of activities that consolidate terminology, language and basic facts about the hair and beauty sector as outlined in this unit.Read through Activity sheets 1.81.10 before you hand them out and, for each one, decide on the best way to run the activity individually, as paired work, in small groups, in small competitive teams, or as a whole class. These sheets can be adapted to ft any of these combinations.Whole-class teaching Introduce the unit aims and objectives. Consider learners prior knowledge and experience on topics. Lead a question-and-answer session to secure understanding of the session and help sort out any concerns. At the end of the session revisit the aims and objectives using question-and-answer two-way feedback, checking that these were met. If possible, allow time to deal with any queries and concerns that may have cropped up during the unit as a whole. You could also ask one or two volunteer learners to highlight things they have found easier to achieve, and things they have found harder to achieve as a way of getting into a general debate about the unit.Activity sheets 1.81.10PensPaperWhiteboard and marker pensVTCT_foundationUnit1_Hair&amp;Beauty6 6 27/4/09 09:56:307 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 1 Introducing the hair and beauty sector Level 1 Foundation DiplomaU0|l 1 l0l|0000|08 l08 0|| 00 080l9 880l0|Dv8|v|8w 0l 0l|v|l|88Activity NotesLinks to functional skillsLinks to PLTS1.1 Introducing the hair and beauty sectorIntroduce learners to the Diploma in Hair and Beauty Studies using PowerPoint presentation 1.Depending on class/group/individualdynamics, undertake a research activity in pairs, individually or as small group work.Use the notes on Activity sheet 1.1 for guidance.English Speaking and listening ReadingICTUse ICT systems Find and select information Develop, present and communicate informationIndependent enquirers Creative thinkers Team workers Effective participators1.2 Economic contribution, size, scope, geography and development of the hair and beauty sectorAsk learners to undertake the gap-fll activity (with answer guide for tutors) to establish a background to the hair and beauty sector.Ask individual or pairs to look at some sector websites to provide additional information.This activity would suit confdent, independent learners with good ICT skills. It could be used as an extension activity for high-level learners.English Speaking and listening ReadingWritingICTUse ICT systems Find and select information Develop, present and communicate informationIndependent enquirersCreative thinkersRefective learnersEffective participators1.3 The role and infuence of the hair and beauty trade and professional organisations within the UK sectorAsk learners to undertake a research activity to establish the meaning of a number of abbreviations commonly found in the hair and beauty sector. An Internet search will bring up most of information needed. Text books may also be of use.Guide learners to help them understand how adverts could infuence the hair and beauty sector. A spider diagram, which you could model on the board or on OHT, could aid understanding. Place an example advert in middle and surround with who and how it could infuence i.e. advert may spark demand from public for service/product; stock needs to be purchased to supply service; staff may need up-skilling; salon promotion of service/product, etc.English Speaking and listening ReadingICTUse ICT systems Find and select information Develop, present and communicate informationIndependent enquirersCreative thinkersEffective participatorsVTCT_foundationUnit1_Hair&amp;Beauty7 7 27/4/09 09:56:308Level 1 Foundation Diploma UNIT 1 Introducing the hair and beauty sector Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Activity NotesLinks to functional skillsLi...</p>

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