vtct hair and beauty studies: level 2 higher diploma adr unit 1

�© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

UNIT 1 Safe and Healthy Working Practices in Hair and Beauty Level 2 Higher Diploma

Unit � Safe and Healthy Working Practices in Hair and BeautyUnit overview30 Guided learning hours

Learning outcomes:LO1: Know the main health and safety legislation,

policies and procedures

LO2: Be able to demonstrate safe working practices in a hair and beauty environment

LO3: Understand the expected standards of personal presentation, hygiene and behaviour and their impact and importance

Resources provided:Sample scheme of work page 000

Overview of activities page 000

Activities page 000

Sample assessment page 000

PowerPoint presentation on CD-ROM

VTCT_Higher_Unit1_Hair&Beauty_TG1 1 27/4/09 14:44:43

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Level 2 Higher Diploma UNIT 1 Safe and Healthy Working Practices in Hair and Beauty

© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

Unit � Safe and Healthy Working Practices in Hair and BeautySample scheme of Work

Guided Learning Hours (GLH): 30

Structure of Delivery: This is a suggested guide for delivery of this unit and the activities.

Theory sessions – 14 x 1.5 hours

Practical sessions – 1 x 4 hours

Assessment – 1 x 3.5 hours and 1.5 hours

GLH Content Possible activities Resources

Session 1:

90 minutes

Introduction to Unit 1

LO1: Know the main health and safety legislation, policies and procedures

Overview of general health and safety legislation

Whole class teaching:Introduce the unit aims and objectives.Explain the assessment requirements.Point out that this unit will link throughout

all units, as health and safety within any industry is critical and health and safety legislation and policies must be adhered to.

Group work: Learners to be put into three groups to undertake Activity 1.1. Learners prepare to present three examples of health and safety legislation with the aid of a PowerPoint presentation, movie marker, OHP, posters or cartoon strip, or by acting out different scenarios. Activity 1.2 can be used to aid learners’ note-taking.Whole class teaching: Conclude lesson and reinforce learning with reflection on the session objectives.

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Student book/notes

Smartboard / flipchart / whiteboard

Pens

Paper

Activity 1.1

Activity 1.2

Access to computer/the Internet/presentation software

Articles

Booklets/leaflets

Access to a library

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Session 2:

90 minutes

General health and safety legislation

Whole class teaching:Introduce the objectives of the session.

Group work: Groups present their presentations from Activity 1.1 to peers. While groups present their research findings, learners make notes using Activity 1.2. Learners use their knowledge of health and safety legislation from Activities 1.1 and 1.2 as a basis to write a ‘health and safety scenario’ (Activity 1.3). Learners share their health and safety scenarios with peers.

Whole class teaching: Conclude lesson and reinforce learning with reflection on the session objectives.

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Student book/notes

Smartboard

Pens

Paper

Activity 1.1

Activity 1.2

Activity 1.3

Access to computer/the Internet/presentation software

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Session 3:

90 minutes

Health and safety talk

Whole class teaching:Introduce the objectives of the session. If possible, arrange for a health and safety expert/visitor to talk to learners. Learners should be encouraged to ask questions. Conclude session and reinforce learning with reflection on the session objectives.

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Student book/notes

Smartboard

Pens

Paper

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Session 4:

90 minutes

Key hair and beauty health and safety legislation; policies and procedures within hair and beauty

Whole class teaching:Introduce the objectives of the session.Small group work: Learners visit a ‘mock’ hair and beauty salon and undertake Activity 1.4. Learners feedback their findings to the whole class.

Whole class teaching: Conclude session and reinforce learning with reflection on the session objectives.

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Student book/notes

Smartboard

Pens

Paper

Activity 1.4

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Session 5:

90 minutes

Key hair and beauty health and safety legislation; policies and procedures within hair and beauty


Class/individual/pair/small group work: Learners undertake the health and safety loop game on Activity 1.5. Tutor to aid learners using game instructions provided on Activity 1.6.

Whole group teaching: Conclude session and reinforce learning with reflection on the session objectives.

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Student book/notesSmartboardPensPaperActivity 1.5Activity 1.6

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Session 6:

90 minutes

Basic health and safety

Whole class teaching:Introduce the objectives of the session.Watch DVDClass discussion on DVD

Small group work: Learners undertake Activity 1.7.


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Student book/notes

Smartboard

Pens

Paper

DVD/TV (unsafe salon)

Activity 1.7

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Session 7:

90 minutes

Basic health and safety terminology

Whole class teaching:Introduce the objectives of the session.Class discussion on poster(s).

Group work: Learners to be put into three groups to undertake Activity 1.8.Learners feedback their findings to the class.


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Student book/notes

Smartboard

Pens

Paper

Activity 1.8

Access to computers/Internet

Access to library

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Session 8:

90 minutes

Health and safety terms, meanings and terminology

Whole class teaching: Introduce the objectives of the session.

Individual work: Learners undertake the health and safety bingo game. A nine-square card template is provided on Activity 1.9; tutor instructions are given on Activity 1.10.


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Student book/notes

Smartboard

Pens

Paper

Activity 1.9

Activity 1.10

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Session 9:

90 minutes

Review/recap

LO1: Know the main health and safety legislation, policies and procedures

Revisit health and safety legislation, policies, procedures and terminology

Whole class teaching:Introduce the objectives of the session. Recap learning of Unit 1 to date, checking learners’ knowledge and understanding.

Large group work: Learners undertake the health and safety quiz (Activity 1.11).Discuss answers.


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Student book/notes

Smartboard

Pens

Paper

Activity 1.11

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Session 10:

210 minutes (1 hour 30 minutes)

LO2: Be able to demonstrate safe working practices in a hair and beauty environment

Carry out a simple risk assessment

Whole class teaching:Introduce the objectives of the session. Work within salon environment showing practical health and safety confidence. Follow health and safety requirements within LO2.Tutor to aid learning and experiences.

Pair work: Learners undertake a risk assessment on the shampooing/conditioning activity. Learners undertake a risk assessment on the storing of chemicals. Learners record their findings as a risk assessment and present to peers.


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Student book/notes

Smartboard

Pens

Paper

Health and safety policies/ posters/ folders

Sample risk assessments/forms

Products

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Session 11:

240 minutes

Be able to demonstrate safe working practices within a hair and beauty environment

Follow safe working practices

Whole class teaching:Introduce the objectives of the session. Work within salon environment showing practical health and safety confidence. Follow health and safety requirements within LO2.Tutor to aid learning and experiences Learners undertake Activity 1.12 (tutor note).

Pair work: Learners undertake a risk assessment on the blow-drying service. Learners record their findings as a risk assessment and present to peers.


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Student book/notes

Smartboard

Pens

Paper

Health and safety policies/ posters/ folders

Sample risk assessments/forms

Products

Activity 1.12

PPE equipment

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Session 12: 90 minutes

LO3: Understand the expected standards of personal presentation, hygiene and behaviour

and their impact and importance

Whole class teaching:Introduce the objectives of the session.Watch PowerPoint 1: Personal hygiene.Class discussion following presentation.

Small group work: Further research to be undertaken on personal hygiene. Learners design a poster highlighting 1 to 2 key points about personal hygiene.


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Student book/notesSmartboardPensPaper Access to computer/ PowerPoint software/ Internet Access to library

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Standards of personal hygiene and presentation typically expected in the hair and beauty industry and their importance and impact on safety

Whole class teaching:Introduce the objectives of the session. Display posters from Session 12 within the learning environment. Learners discuss the posters/key points regarding personal hygiene and presentation with peers.

Small group work: Learners research infections and infestations for Activity 1.13. Learners create quiz cards and complete the game for Activity 1.13.


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Student book/notes

Smartboard

Pens

Paper

Access to computer/ PowerPoint software/ Internet

Access to library

Activity 1.13

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Impact of lifestyle choices; work/ life balance on personal health and well-being; ability to perform effectively and safely at work


Group work:Learners undertake Activity 1.14 in two

groups.Tutor to aid learners throughout session.


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Student book/notes

Smartboard

Pens

Paper

Access to computer/ Internet

Access to library

Activity 1.14

Media advertising

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Group work: Learners undertake the debate part of Activity 1.14 in two groups.Tutor to adjudicate throughout session.


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Student book/notes

Smartboard

Pens

Paper

Access to computer/ Internet

Access to library

Activity 1.14

Media advertising

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Whole class teaching:Introduce the objectives of the session. Class-led discussion on achieving a work/life balance while maintaining good health and well-being.Tutor to record main points of discussion.

Individual work: Learners re-cap learning during Unit 1. Learners to summarise key points of Unit 1 in 1000 words.


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Student book/notes

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Pens

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Assessment session Whole class teaching: Introduce the objectives of the session. Learners undertake assessment demonstrating skills and knowledge. Tutor to provide feedback on assessment undertaken. Conclude session and reinforce learning with reflection on the session objectives.

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Student book/notes

Smartboard

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Unit � Safe and Healthy Working Practices in Hair and BeautyOverview of activities

Activity NotesLinks to Functional Skills

Link to PLTS

1.1 Researching health and safety legislation

Group activity in which learners are presented with different health and safety legislation to research. Groups then present their findings via any one of the following methods: PowerPoint, movie marker, OHP, posters or cartoon strip, or by acting out different scenarios.

English: Reading, Speaking, Listening, Writing

ICT: use of ICT systems; collecting and finding information for presentation

IE, CT, RL, TW, SM, EP

1.2 Health and safety legislation chart

This chart can be used to record research findings prior to giving the presentation for Activity 1.1. It also allows learners to record the main points from the other groups’ presentations for Activity 1.1.

English: Listening, Writing


1.3 Writing a health and safety scenario

Learners use their knowledge of health and safety legislation from Activities 1.1 and 1.2 to create stories about different ‘health and safety scenarios’ that take place within the salon environment. These scenarios are then shared with peers. This activity should be followed with class discussion, with the tutor overseeing/aiding learners.



1.4 Salon health and safety visit

This is a small group activity requiring tutor support. Learners visit a ‘mock’ hair and beauty salon and identify different health and safety hazards, notices and procedures.

Tutors will need to provide a ‘salon environment’ and mock up some potential hazards within it, as well as displaying health and safety notices and procedures. The idea is to get small groups of learners to walk around and really think about health and safety: what’s harmful; what’s good practice; what are the issues to be aware of? Give each group a time limit depending on


IE, RL, SM, EP





Link to PLTS

1.4 Salon health and safety visit

(Continued)

the size of the salon/spa. To consolidate learning, discuss learners’ findings with them and then conclude with whole class discussion.

This activity can also be carried out with the use of audio video equipment of a real-life salon/spa.

1.5 Health and safety loop game

Class activity with tutor support. Learners are provided with the 10 cut-out cards from the activity sheet; questions appear at the top of each card, answers at the bottom. The learner with the ‘Start’ question asks this first to begin. The learner with the card showing the correct answer to this question then responds by reading out the correct answer text. This learner then asks the next question, and so the game continues in a ‘loop’ until the original starting question is returned to. Full instructions are given on the accompanying Tutor sheet for this game (Activity 1.6).


IE, RL, SM, EP

1.6 Health and safety loop game instructions

Tutor sheet containing instructions and answers for the Health and safety loop game (Activity 1.5).


IE, RL, SM, EP

1.7 Spot the hazards!

This is a small group activity to encourage learners to reflect on their learning to date and to start to put their knowledge and understanding into practice. Learners must identify the different hazards shown in the picture of a salon, how to minimise them and which health and safety legislation has been broken.

English: Reading, Writing

IE, RL, SM, EP

CT

1.8 Health and safety terminology

Small group research activity to aid learners’ understanding, which requires them to work together and use ICT systems. Learners are presented with different health and safety terms. After finding out what they mean, they discuss their importance in relation to health and safety.

English: Reading, Speaking, Listening,

ICT: use of ICT systems; collecting and finding information

CT, SM, RL, TW, EP


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Link to PLTS

1.9 Health and safety bingo cards

Two blank nine-square bingo card templates are provided on this activity sheet. The instructions for the game are given on Activity 1.10.


1.10 Health and safety bingo instructions

This is a class activity designed to test learners’ knowledge of key terms for the unit. List around 20 key terms on the board; learners write these on their blank bingo card. The tutor then calls out definitions of the terms randomly, for learners to cross the corresponding terms off their cards until a line or full card (bingo!) is achieved.


1.11 Health and safety quiz

For this activity, the class is divided into two groups. Each group must work together to devise 10 questions for a health and safety quiz, to ask the other team. Learners must also write down the answer text. Learners will need to carry out research using textbooks. The final quiz will demonstrate learners’ knowledge to date, and can be organised as a fun competition with prizes for the winning team!



IP, CT, RL, TW, SM, EP

1.12 Dress up Whole class activity to encourage learners to display their knowledge and learning with visual aids. Individual learners are given a career card then must choose the correct PPE, uniform, tools and equipment to go with that career.

English: Reading, Speaking, Listening

TW, EP, SM

1.13 Contra-indications 20 Questions quiz

Small group work in which learners’ research different infectious and non-infectious conditions and use the information collected to create a quiz. This provides learners with the opportunity to display knowledge and challenge learning to date.



CT, RL, TW, SM, EP, IP

1.14 Factors affecting lifestyle and well-being

Group work activity in which the class is divided into two groups. The activity encourages research and self-learning, resulting in a well-balanced debate.



CT, RL, TW, SM, EP, IP

PowerPoint 1.1

Personal hygiene

PowerPoint presentation to support learners’ knowledge of personal hygiene.


IE, SM, EP


��© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.


Session �/�

Activity �.� Researching health and safety legislation

Name: Group or class:

Working in a group, carry out research into three pieces of health and safety legislation from those listed below. Your tutor will indicate whether your group will research the legislation listed under Group A, Group B or Group C.

Group A Group B Group C

Health and Safety at Work Act 1974

Control of Substances Hazardous to Health Regulations 2002 (COSHH)

The Provision and Use of Work Equipment Regulations 1998 (PUWER)

Personal Protective Equipment Regulations 2002

The Health and Safety (First-Aid) Regulations 1981

The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR)

Regulatory Reform (Fire Safety Order) 2005

Electricity at Work Regulations 1989

Manual Handling Operations Regulations 1992

For each piece of legislation, your group will need to find out the following:

What are the key aims of the legislation?Who does the legislation apply to?How is the legislation enforced?Who is responsible for what under the legislation?

You can use the chart provided on Activity 1.2 to make notes.

For each of the key questions listed above, your group should aim to spend no more than 1 minute speaking. So, this means that the presentation for each piece of legislation should be no more than 4 minutes long, and the total presentation time for all three pieces of legislation should be a maximum of 12 minutes.You could present your group’s findings using any one of the following methods:

PowerPoint presentationmovie markerOHPposters or cartoon stripby acting out different scenarios.

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Session �

Activity �.� Writing a health and safety scenario


For this activity you will need your knowledge of health and safety legislation (from Activities 1.1 and 1.2) and lots of imagination!

The challenge is to write a ‘health and safety’ scenario within a salon setting which illustrates:

the importance and relevance of different kinds of health and safety legislationthe risks to clients and staff if health and safety legislation is not followedhow health and safety legislation protects all people in the workplace.

You will need to think how the legislation applies to the workplace, for example the different situations where a health and safety issue might arise and how it could be resolved.

You will need to refer to at least three of the following in your health and safety scenario:

Health and Safety at Work Act 1974Personal Protective Equipment Regulations 2002Regulatory Reform (Fire Safety Order) 2005Control of Substances Hazardous to Health Regulations 2002 (COSHH)The Health and Safety (First-Aid) Regulations 1981Electricity at Work Regulations 1989The Provision and Use of Work Equipment Regulations 1998 (PUWER)The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR)Manual Handling Operations Regulations 1992

Here are some ideas to start you off:

A client falls ill following a visit to the salon and has returned to make a complaint... Tools and equipment have not been sterilised between clients and your manager is furious when she finds out...An electrical fault starts a fire in the salon...

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Session �

Activity �.� Mock salon health and safety visit


For this activity you will visit a ‘mock’ salon in small groups. While there, take a careful look around the salon with health and safety in mind.

Using the chart below, list the different health and safety hazards, notices and procedures that you observe in the salon.

Health and safety aspect

Examples observed in salon

Hazards – anything that has the potential to cause harm to a client or staff member

Health and safety notices

Health and safety procedures displayed

After your salon visit, discuss your findings as a group.




Session �

Activity �.� Health and safety loop game


START: Where would you record accidents?

Portable appliance testing

What would you use to protect yourself when handling chemicals?

Carbon dioxide

What would you use to clean combs?

Accident Book

What does COSHH stand for?

Personal protective equipment

What should you do to avoid legal action when

mixing chemicals?

Barbicide

What does the manual handling regulations

recommend you do when lifting heavy objects?

Control of substances hazardous to health

Where would you find information on

risks in the salon?

Follow manufacturers’ instructions

What can you do to help prevent dermatitis?

Bend your knees, keep your back straight

What fire extinguisher would you use on

electrical fires?

Risk assessment log

What does PAT stand for?

Wear gloves, dry hands, apply moisturiser

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Session �

Activity �.� Health and safety loop game instructions


Cut out and shuffle the 10 cards from Activity 1.5 then share them out among your learners. Questions appear at the top of each card; answers appear at the bottom. The answer text at the bottom of each card does not ‘answer’ the question at the top of the card. The aim of this game is for learners to match up each question with its correct answer.

The learner who has the card with Start: before the question text reads this question out first. Another learner will have the answer to this question on their card; they should put up their hand if they think they have the right answer and read this out to the class. If the class is in agreement that this is the correct answer, the learner with the correct answer reads out the question on their card, and so the game continues in a ‘loop’ until the original starting question is returned to. The learner that asks the first question will answer the last question to complete the loop.

Alternatively, individual, pairs or small groups of learners can be provided with a full set of cards and asked to lay the cards out on a desk so as to create the ‘loop’ of matched questions and answers.

The correct match of questions and answers (shown in italics) is as follows:

Where would you record accidents? Accident book

What would you use to clean combs? Barbicide

What should you do to avoid legal action when mixing chemicals? Follow manufacturers’ instructions

Where would you find information of risks in the salon? Risk assessment log

What fire extinguisher would you use on electrical fires? Carbon dioxide

What would you use to protect yourself when handling chemicals? Personal protective equipment

What does COSHH stand for? Control of substances hazardous to health

What does the manual handling regulations recommend you do when lifting heavy objects? Bend knees, keep back straight

What can you do to help prevent dermatitis? Wear gloves, dry hands, apply moisturiser

What does P.A.T stand for? Portable appliance testing

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Session �

Activity �.� Spot the hazards!


Working in a small group, look closely at the picture below.

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�How�many�hazards�can�you�see�within�the�picture?��List�them�in�the�first�column�of�the�chart�below.

�Discuss�as�a�group�how�you�would�minimise�these�hazards.��Add�this�information�to�the�second�column�of�the�chart.�

�What�health�and�safety�legislation�is�being�broken�by�each�hazard?��Add�this�information�to�the�third�column�of�your�chart.

Hazard How to minimise hazardHealth and safety legislation being broken

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Session �

Activity �.� Health and safety terminology


1.��Working�in�a�group,�you�will�research�four�health�and�safety�terms.�Your�tutor�will�indicate�whether�your�group�will�research�the�terminology�listed�under�Group�A,�Group�B�or�Group�C.�

Group A Group B Group C

Sterilise Disinfect Anaphylaxis

Sensitivity testing Contra-action COSHH

PPE Allergic reaction RSI

Contra-indication Risk Hazard

When�you�have�researched�the�terms�in�your�group,�add�an�explanation�of�each�term�to�the�chart�below.

Term Explanation

Now�discuss�the�following�questions�as�a�group.

Why�do�you�think�you�need�to�know�about�these�terms?

What�would�be�the�consequences�of�not�understanding�these�terms?

�Now�in�your�group,�create�a�short�scenario�to�act�out�to�your�peers�which�explains�each�of�the�four�terms�you�have�researched.�This�should�be�a�situation�in�a�hair�and�beauty�salon�which�highlights�the�importance�of�the�terms�and�their�meaning.

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Session X

Activity �.� Health and safety bingo cards


This blank nine-square bingo card template can be photocopied for the health and safety bingo game. Instructions for the game are given on Activity 1.10.


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Session X

Activity �.�0 Health and safety bingo instructions


This bingo game covers key health and safety terms.

Hand out blank nine-square bingo cards to individual learners; a template is provided on Activity 1.9.

Display a list of health and safety terms from Unit 1. It is recommended that about 20 terms are displayed; these could include the following:

1. allergic reaction 11. hazard

2. anaphylaxis 12. hygiene

3. asthma 13. infection

4. contra-actions 14. irritant

5. contra-indications 15. PAT testing

6. corrosive 16. PPE

7. COSHH 17. risk

8. dermatitis 18. RSI

9. disinfect 19. sensitivity testing

10. flammable 20. sterilise

How to play the game�Learners�complete�their�blank�bingo�card�with�9�of�the�key�terms;�they�choose�their�own�terms�and�decide�where�each�term�is�written�on�the�card.

�Call�out�definitions�of�the�displayed�terms;�this�must�be�done�randomly.�Learners�listen�for�the�definitions�of�their�chosen�terms,�and�cross�each�term�off�when�they�think�their�definition�has�been�called�out.

�A�learner�has�a�‘line’�when�three�of�their�key�terms�have�been�crossed�off�their�card�(i.e.�the�corresponding�definitions�have�been�called�out)�in�a�line.�Correct�lines�can�be�horizontal,�vertical�or�diagonal.�When�a�leaner�calls�a�line,�get�them�to�recall�the�terms�to�check�if�they�are�correct.

�The�game�can�continue�until�a�learner�calls�out�‘bingo!’�–�that�is,�all�nine�terms�of�their�bingo�card�have�been�crossed�off.�Again,�challenge�the�learner�to�recall�the�terms�to�check�if�they�are�correct.

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Session X

Activity �.�� Health and safety quiz


For this health and safety quiz, your tutor will organise the class into two teams. Your team will need to devise a set of 10 questions to ask the other team. It is also advisable to have two to three additional questions, in case the other team asks one of your questions first!

The questions must be:related to safe and healthy working practices in hair and beautycover your learning to date.

You will also need to:know and write down the answer to your own questionsget your tutor to look over the questions and answers before you begin.

You can use the chart below to write down your team’s questions and answers.

Q1: A1:

Q2: A2:

Q3: A3:

Q4: A4:

Q5: A5:

Q6: A6:

Q7: A7:

Q8: A8:

Q9: A9:

Q10: A10:

Spare Q1: Spare A1:

Spare Q2: Spare A2:

Spare Q3: Spare A3:

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Session X

Activity �.�� Dress up


Tutor note

For this task, you will need to provide a range of PPE, uniform, tools and equipment (including hygiene equipment).

Cut out the career cards below; a range of careers is given as a starting point, but these can be altered as you prefer. Pass one of the cut-out cards to an individual learner (or they may choose). They must then decide on the appropriate PPE, uniform, tools and equipment to go with that career.

Learners then put on and demonstrate the collected evidence in order for their peers to guess the industry.

SPA THERAPIST MANICURIST/PEDICURIST

NAIL TECHNICIAN SPA MANAGER

HAIR STYLIST BEAUTY THERAPIST

TRAINEE/APPRENTICE COLOUR TECHNICIAN

HOLISTIC THERAPIST SPA ASSISTANT

BARBER MASSAGE THERAPIST

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Session X

Activity �.�� Contra-indications �0 Questions quiz


Working in small groups, research 10 different salon-related contra-indications to hair and beauty services. These could include infectious and non-infectious conditions. A suggested list is given below, but you can choose different conditions if you prefer.

Infections and infestations Non-infections conditions

Boils and carbunclesCold sores (herpes simplex)ConjunctivitisFleasFolliculitisHead liceImpetigoNail infection (fungal)RingwormScabiesWarts and veruccas

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AcneAsthmaBruisingCuts or abrasionsDiabetesDermatitisEczemaEpilepsyInflammationPhlebitisPsoriasis

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For each contra-indication, collect as much information as you can, including:

images of what the condition looks likeinformation on the symptoms, causes and treatments of the condition.

When your group has collected information on 10 contra-indications, review the information thoroughly. You will need to have good knowledge for the quiz part of this activity!

20 Questions quiz�Your�group�should�now�make�10�cards.�On�each�card,�write�the�name�of�one�of�the�10�contra-indications�you�have�researched.�These�cards�are�to�be�used�to�play�the�20�Questions�quiz.

�With�the�cards�facing�down,�shuffle�them�then�ask�a�player�from�another�team�to�choose�a�card.�The�card�should�be�returned�to�you�without�the�player�looking�at�it.

�Tell�the�opposing�team�whether�the�card�their�player�has�chosen�is�for�an�infection,�an�infestation�or�a�non-infectious�condition.

�The�opposing�team�now�ask�your�team�questions�about�the�condition�to�which�you�can�only�answer�‘Yes’�or�‘No’.�Your�opponents�can�ask�a�maximum�of�20 questions�before�guessing�the�answer.�They�are�allowed�to�guess�the�answer�at�any�point�in�the�game�(though�if�the�answer�is�‘No’,�this�counts�as�one�question�asked!).

If�the�opposing�team�guesses�the�correct�answer,�the�card�is�passed�to�that�team.

�The�winning�team�is�the�team�that�collects�the�highest�number�of�cards�OR�guesses�the�conditions�in�the�least�number�of�questions.

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Session X

Activity �.�� Factors affecting lifestyle and well-being


Working in a group, research either the benefits or disadvantages (your tutor will indicate which your group will undertake) of the following factors on your lifestyle and well-being:

fitness and exercisenutrition and dietsleep patternsstress and anxietysubstance usage.

You can use the chart below to make notes.

Factor Benefits/Disadvantages (delete as appropriate)

Fitness and exercise

Nutrition and diet

Sleep patterns

Stress and anxiety

Substance usage

The information you and your group gain will then be used in a class debate.

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vtct hair and beauty studies: level 2 higher diploma adr unit 1

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