lo2- know the products used, and services and treatments...

Unit 21578 – Understanding the hair and beauty sector

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LO2- Know the products used, and services and

treatments provided in the hair and beauty sector

Lesson 1 – Common Hair and Beauty Services and

Treatments

Content overview

Learners will explore the industries that make up the hair and beauty sector, to

include: Hairdressing, Barbering, Afro-Caribbean Hairdressing, Beauty Therapy,

Spa Therapy, Nail Services and Make-Up Artistry. Learners will establish the

common hair and beauty services and treatments offered by each industry. Learners

would benefit from a visit to a hair or beauty business to see the scope of services

and treatments it has to offer.


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Over to you

Your local hairdressers

Visit your local hairdressing salon or go online and find one. Collect or print off the salon’s price list. How much do they charge for a wash and blow dry? Some salons offer the same treatment but performed by different people. Why do you think the cost differs? Identify at least 3 services that the business offers. Describe the services you have identified.

We all like to be individual: one way in which we express our individuality is through our hair, either its shape, style, cut, texture or colour – the choice is endless.

What is the difference?

Glossary

So where do we go to get our hair done?

Check out the meaning of the words below:

There are three main types of hairdressing business in the UK; they each offer a wide variety of services and treatments. Research each business and then explain how each one is different from the others:

Hairdressing Salons

Barbers

Afro-Caribbean Hairdressers

Service

Treatment

Sebum


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Activity 1 - Hairdressing ‘what’s on offer?’

Tutor guidance

Instruct learners to work independently to complete the information chart below.

A shopping centre is producing an information leaflet for the hairdressing businesses that occupy its site. They require the following information so they can include it in the promotional material: a brief description of what the business focuses on and a list of treatments and services each business offers.

The learners should use their findings from the “Over-to-you” activity and complete additional research using online websites and hair and beauty text books.

Extension activity:

If a learner finishes the task early, they should add an additional column to describe what each service or treatment is.

When all learners have completed the task, you should ask them to feed back their findings. If possible, you should use a smart board with the chart presented and update it with a concise version of the students’ findings.

The following are suggested prompts for discussion with the learners during their feedback; this will include some of the information generated by the learners in the “Over-to-you” activity.

Can the learners recognise the distinct difference between Hairdressers, Barbers and Afro-Caribbean Hairdressers?

The variety of prices charged by salons for a wash and blow dry service.

Did the learners recognise that hairdressing salons generally have a structured pricing system with more senior members of staff commanding a higher price banding?


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Learner copy

Business Brief description of the business

List of treatments and services offered

Hairdresser

Barber

Afro-Caribbean

Hairdresser


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Tutor answer guide

Business Brief description of the business

List of treatments and services offered

Hairdresser Hairdressers provide a variety of hair services and treatments to both female and male clients.

Shampooing

Cutting

Colouring

Perming

Relaxing

Styling

Extensions

Blow dry

Special occasion or hair-up designs

Barber Barbers specialise in hair

treatments and services for male clients, this may also include a steam facial and attention to the beard area.

Shampooing

Cutting

Patterns

Beard shaping and trimming

Shaving

Colouring

Styling

Afro-Caribbean

Hairdresser

Specialises in African-Caribbean hair; staff have skills and knowledge on the specific properties of the African-Caribbean hair type and the techniques used to style it.

Shampooing

Cutting

Colouring

Perming

Relaxing

Styling

Extensions

Cornrows / braiding / dreadlocks


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Activity 2 - Hairdressing services and treatments

scrapbook

Tutor guidance

Provide learners with some coloured paper, scissors, glue, an assortment of magazines, and internet access.

Instruct learners to gather images of as many different hair services and treatments as they can; they must include at least one of each from the list below.

The learners will then produce an eye-catching scrapbook page with their images; they should be encouraged to make their designs as bright and colourful as possible.

Learners must also annotate their images with a brief description of at least three of the treatments (or more if they finish the task early).

The scrapbook pages can then be displayed on the classroom walls; a photograph of the finished work can be taken and uploaded to the student intranet as a learning aid. You can then conduct a class discussion to check answers.

Shampooing

Cutting

Colouring

Perming

Relaxing

Styling

Extensions / Hair up

Cornrows / braiding / dreadlocks

Patterns

Beard shaping and trimming

Shaving


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Sample Scrapbook page

A permanent wave or curl can be

created using perm lotion and the

correct sized rollers.

Straightening irons are used to remove

the natural wave or curl and create a

straight sleek style.

Hair is cleansed with shampoo before

cutting and styling can begin.

Hair can be temporarily or

permanently coloured.

Braiding, cornrows and

dreadlocks are specialist

techniques.

Barbers offer beard shaving

and trimming services; they

often use hair clippers to

create short neat styles

predominantly for men.


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Activity 3 – Beauty Salon v Spa

Tutor guidance

Arrange the group into pairs. Give each pair a copy of the Beauty Salon v Spa hand out, either a paper or electronic copy.

One learner from each pair is instructed to research and identify the services and treatments offered by a beauty salon, the other partner will research and identify the services and treatments offered by a Spa. The learners complete their half of the hand out and then present their findings to their partner. Each learner has a completed copy of the hand out to use as a revision aid.

You then conduct a question and answer session to get feedback from the whole class. You should use a copy of the hand out on a smart board and update it with the group’s findings; this could be uploaded to the student intranet for future reference, if possible.


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Learner copy

Beauty Salon v Spa

Complete either the beauty salon or the spa section, with a list of services and treatments offered by the business.

Beauty Salon Spa


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Answer guide

Beauty salon v spa

Beauty salon Spa

Facials

Manual facials

Electrical facials

Eye treatments

Eyebrow shaping

Eyelash/brow tinting

Hair removal

Waxing

Threading

Electrolysis

Laser

Tanning

Spray tanning

Cream tanning

Massage therapies

Swedish body massage

Aromatherapy

Hot stone massage

Sports massage

Bamboo or lava shell

massage

Body wraps

Slimming wraps

Anti-Cellulite wraps

Hydrotherapy

Spa pools

Jacuzzis

Floatation tanks


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Activity 4 – Nail services price list

Tutor guidance

Instruct learners that they should work independently to produce a price list for a nail services business. Learners must include the following to complete the task:

Create an appropriate name for a business that offers nail services.

Write a brief introduction about the focus of the business.

List the services and treatments offered along with the charge. These should include the following: manicure, pedicure, nail enhancements and nail art.

Provide a brief description of each service or treatment, so that a client would know what they were getting for their money.

Produce a professional looking leaflet to include all the information above.

When learners have completed their leaflets they will display them for the class to scrutinise. Learners can use their phones to take a picture to use for future reference, if possible.


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Nail services price list

Learner copy

Produce a professional leaflet for a nail services business to use to promote its nail services and treatments. The leaflet should include all the information below.

Create an appropriate name for a business that offers nail services.

Write a brief introduction about the focus of the business.

List the services and treatments offered along with the charge. These should include the following: manicure, pedicure, nail enhancements and nail art.

Provide a brief description of each service or treatment, so that a client would know what they were getting for their money.


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Activity 5 - Make-up artistry

Tutor guidance

You will present interactive PowerPoint to the class.

Learners can suggest what type of make-up service is being offered after looking at the images? You can then reveal the correct answer.


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Activity 6 - Recap game ‘Last learner standing’

Tutor guidance

Prepare a set of seven business banners each labelled with one of the following hair and beauty businesses: Hairdressing, Barbering, Afro-Caribbean Hairdressing, Beauty Therapy, Spa Therapy, Nail Services and Make-up Artistry.

Arrange the class into groups of 5-6 learners, position each group in a small circle seated around a table. Place the set of business banners in a container in the centre of the table.

You will instruct learners that on the start signal one person will remove a business banner from the container and place on the table for all learners to see. The group then stands up, the first person in the circle must call out one example of a treatment or service offered by the business indicated on the banner, the next person calls out another example, this continues until a learner either repeats an answer or cannot think of an example - at this point they must sit down. The process continues until the last learner is left standing and has won that round. You record each groups ‘last learner standing’.

The next round begins by picking another banner from the container. The process is repeated until all the banners have been seen and all the rounds have been recorded.

You can then see the learners who have been left standing most often and establish an overall group winner.


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Business banners

Hairdressing

Barbering

Afro-Caribbean Hairdressing

Beauty Therapy

Spa Therapy

Nail Services

Make-up Artistry


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Learn more

If you want to keep up to date with all the latest hair and beauty treatments and services to hit the market then below is just one example of many online magazines that will be of interest.

www.teenvogue.com

http://www.teenvogue.com/


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Lesson 2 – The types of hair product

Content overview

Learners will discover the choice of hair products available, they will look at a variety of shampoos and conditioners suitable for different hair types and scalp conditions.

Learners will explore the products used to colour, perm and straighten the hair. They will also examine an assortment of products used to style and dress the hair.

The learning experience will be enhanced by a visit to a retail outlet selling hair products, a hairdressing salon, or a professional hairdressing supplier or hairdressing product manufacturer.


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Over to you

The types of hair product

What’s in your bathroom?

Take a look at the shampoo and conditioning products you have at home. Record your results.

Ask at least ten people what products they use and record your results

Gather either some empty shampoo and conditioner bottles of packaging and cut out advertisements from magazines and newspapers. Bring all your evidence to your next lesson.

It is really important to make sure you use the correct shampoo and conditioner to match your hair type and condition. For example, if your hair and scalp are dry and lack natural oils you should use a product designed for dry hair – these aim to replenish the missing natural oils, leaving your hair feeling healthy and manageable.

Do you know? Glossary

What is the main purpose of a shampoo?

Research the key terms and record a brief description :

What is the main purpose of a hair conditioning product?

Dandruff

Chemically treated

Shampoo

Conditioner

Research the three parts of the hair shaft

Cuticle

Cortex

Medulla


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Activity 1 – Prepare the hair (shampoo and

conditioner)

Tutor guidance

It is recommended that you gather a variety of shampoo and conditioner product bottles and packaging to create a greater visual impact for this activity.

Arrange the classroom so that the desks form a large semi-circle. Arrange the product containers and packaging on a central table in the middle of the room. Provide a board to display the magazine cut-outs. As learners arrive, invite them to add to the display and pin cut outs to the board.

You then invite learners to feedback their findings from the “Over-to-you” activity.

Tutor led discussion / Q&A to include the following:

Establish the variety of shampoo products available; the learner must include the following: shampoos for normal hair, dry hair, oily hair, chemically damaged hair and products to treat dandruff.

Discuss the importance of using a suitable product designed to treat the individual hair type and condition.

Identify the primary function of a shampoo.

Identify the main ingredient in shampoo.

Establish the variety of conditioners available the learner must include the following: surface, penetrating, leave-in, and scalp.

Identify the primary function of a conditioner.

Identify the main ingredient of a conditioner.

Learners are provided with a shampoo and conditioner hand-out to complete at the end of the discussion.


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Learner hand-out

Shampoos and conditioners

Topic covered Learners notes

Purpose of a shampoo

Shampoo varieties

Normal

Dry

Oily

Chemically treated

Damaged

Dandruff

Main purpose of a

conditioner

Conditioner varieties

Surface

Penetrating

Leave-in

Scalp


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Tutor Answer guide

Topic covered Learners notes

Purpose of a shampoo

To remove general dirt, natural grease and styling and finishing products (for example mousse or hair spray). The hair must be shampooed to prepare it for further hair services.

Shampoo varieties

Normal As the main purpose is cleansing many contain fruit juices like strawberry.

Dry Additional coconut or almond oils provide moisture for dry conditions.

Oily Added astringent ingredients like lemon juice help to remove excess grease.

Chemically treated pH balanced products help to restore natural pH levels altered by chemical treatments.

Damaged Added protein helps to temporarily strengthen hair.

Dandruff Medicated ingredients help to relieve itchy irritated scalp.

Main purpose of a conditioner

Designed to improve the appearance of hair, makes it shiny and more manageable.

Conditioner varieties

Surface

Cream or mousse product that work on the outer cuticle of hair shaft to smooth and coat with mortising ingredients that make the hair shiny.

Penetrating Products penetrate the cuticle temporarily reinforces the cortex area; this improves both strength and elastic of the hair.

Leave-in Light weight products that are left on not rinsed out. They contain ingredients that attract moisture this helps to rehydrate the hair shaft.

Scalp Conditioning oils are applied directly to the scalp to nourish and moisturise dry skin.


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Activity 2 – Colour choice

Tutor guidance

Arrange the class into groups of three. Each group is given the following scenario:

You are the training team in a busy hairdressing salon; you have two apprentices working in the salon. You want them to understand the different types of hair colouring products available and have a basic understanding of how they work. You need to produce an information sheet for the apprentices to use.

You must include information on the following hair colours:

Temporary colour

Semi –permanent colour

Quasi-permanent colour

Permanent colour

Lighteners

You, as the tutor, can then conduct a class discussion to check answers.


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Tutor Answer Guidance

Hair colours

Hair colour Description

Temporary colour

Temporary hair colour does not penetrate the cortex or the hair as the molecules are too large. Instead, it coats the outside of the hair shaft with colour that washes out in one or two shampoos. Although there is no chemical reaction, if hair is damaged and porous, the colour can penetrate and stain the hair.

Semi-permanent colour

The product contains large and small colour molecules. It is designed to stick only to the outside of the hair; although some of the colour molecules may get trapped in-between the cuticles on the surface of the hair. Over time, the colour molecules are removed with each shampoo, but colour typically lasts from 4 to 8 shampoos. True semi-permanents are not mixed with any type of developer.

Quasi-permanent colour

This product has smaller molecules that are able to penetrate the cuticle but require a mild developer to achieve this. They last longer, around 8-12 shampoos.

Permanent colour

This product is designed to provide maximum penetration into the hair shaft. The product contains small colour molecules which pass through the gaps in the outer cuticle. Once inside the hair shaft, they react with the developer and swell – the enlarged molecules remain in the hair shaft permanently. The process requires a strong developer. Colour is trapped within the hair shaft and cannot be washed out.

Lighteners

Bleach is applied to dry hair (bleach is a strong alkali) and, once inside the hair shaft, it reacts with the natural pigment in the hair turning it colourless. This is a permanent process so the effects cannot be washed out. Heat is often used to encourage the development process to gain a good clean lift with no yellow pigment left in the hair.

http://www.sallybeauty.com/on/demandware.store/Sites-SA-Site/default/Link-Search?q=temporary%20hair%20color


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Activity 3 – Straight or curled

Tutor guidance

Learners are invited to take a “Straight and Curled” research sheet.

The learners are then requested to research how hair is chemically curled and chemically straightened. The learners can use hairdressing text books and the internet to support their research.

The learners must include information about the subheadings under each title. When complete you should conduct a class discussion to check answers.


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Learner copy

Straight Curled

Relaxing Perming

Relaxing lotions (sodium hydroxide): Acid perm lotion:

Non-sodium relaxing lotions:

Alkaline perm lotion:

Scalp protectors: Exothermic perms:

Normalising shampoos:

Conditioning treatments:


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Answer guide

Straight Curled

Relaxing

A chemical process that alters the internal structure of the cortex. The hair can then be combed through straight. This permanently removes the curl or wave from the hair until it grows through again.

Perming

A chemical process that changes the internal bonds inside the cortex of the hair. This allows the hair to be restructured into a desirable shape. A roller is chosen to create the correctly sized curl. The process is permanent. It can damage the hair if done incorrectly.

Relaxing lotions (sodium hydroxide): The use of this product does not require any pre-shampooing; the product is applied to dry hair. It makes the hair shaft soften and swell; the hair can then be combed or brushed through into a straight style. The product is a strong alkali.

Acid perm lotion: This type of product has a developer that is a milder alternative to alkaline perms. The product causes less disruption in the cortex and less damage to the hair. It has a pH of 6-7.

Non-sodium relaxing lotions: This product requires the hair to be

shampooed first. This is a less drastic and

gentler product. It softens and relaxes the

hair shaft.

Alkaline perm lotion: This is a stronger product than the acid

perm, it has a pH of 7.1-9.5, and its active

ingredient causes more damage to the hair

shaft, so this type of perm has added

conditioning ingredients.

Scalp protectors: These are cream products applied to the scalp prior to the relaxing lotion to prevent the skin becoming irritated.

Exothermic perms: These produce their own heat which helps the product penetrate the hair shaft more easily.

Normalising shampoos: These are shampoos designed to re-

establish the pH balance and remove any

residual relaxing lotion.

Conditioning treatments: Rich moisturisers are used to add gloss and

ensure the hair is left looking shiny and

manageable.


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Activity 4 – Styling and dressing products

Tutor guidance

Group learners into pairs, each pair is given a card with one styling or dressing product. The pairs are instructed to research the product on their card using text books and internet. The learners are required to complete the following:

Source an image of the product.

State the function and purpose of the product

Describe any special features the product may have.

Once complete you can then conduct a class discussion to check answers.


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Learner copy

Cards for styling and dressing products

Mousse

Spray

Oil

Activators

Gel

Wax

Heat protection

Tonics

Dressing cream

Serum

Lotions


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Tutor answer guide

Cards for styling and dressing products

Mousse: Applied to wet hair and

combed through. Medium to firm

hold gives body and bounce.

Spray: Applied to finished look to

hold finished style. Depending on

individual product and quantity

applied will give a medium to firm

hold

Oil: Light oil applied to dry hair,

particularly damaged areas, to add

shine and a refined finish.

Activators: Applied to wet or dry

hair. Used to maintain curl or

replace moisture in permed or

naturally curly hair.

Gel: Wet or dry effect. Applied to

wet hair at roots and spread

through. Firm hold gives support to

short or spiky styles.

Wax: Only a small amount is

applied to dry hair; used to create

a textured look as well as provide

a degree of hold.

Heat protection: Apply to dry hair

immediately before use of heated

tools. Coats the hair with a

protective layer; prevents natural

oils drying out.

Tonics: A lightweight product that

adds gloss to the final hair style;

this provides a healthy

appearance.

Dressing cream: Small amount applied provides light hold. Traditional product used in

barbers. Serum: Apply to either wet or dry

hair; helps to restore shine to

damaged hair.

Lotions: Applied to wet hair after

shampooing to smooth the cuticle

and aid styling. Can be sprays if

blow drying, or serums applied

with the hands for anti-frizz.


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Activity 5 – Hair suppliers

Tutor guidance

Learners will work independently; the class will investigate hair products. Each learner is given a list of groups of hair products. The learner must write a brief description of each product and then give an example in each group. The learners can use their notes from previous activities as well as internet research and hair text books. On completion the learners swop their sheet with other learners. The learners can then peer mark each other’s sheets.

You can then discuss the answers with the group. Information sheets can be

uploaded to the student intranet for future reference, if possible.


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Learner copy

Hair

Product Description

Shampoos

Conditioners

Hair colours

Perming lotion

Relaxing lotion

Styling and dressing products


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Learn more

Shampoos and conditioners – full list of ingredients and properties.

Below is just one example of a brand that manufactures retail hair products; take a closer look at all the ingredients in its shampoos and conditioners.

http://www.tresemme.co.uk/Products/Naturals/Nourishing-Moisture-Shampoo/?gclid=CP_Nm4vs67wCFZMbtAodPGYA-w




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Lesson 3 – The types of beauty product

Content overview

Learners will examine skincare products including:

Cleansers

Toners

Moisturisers

Exfoliators

Serums

Masks.

They will consider the functions and main features of each product.

Learners will explore a range of Make-up products to include:

Foundation

Mascara

Eye shadow

Eye liner

Lip gloss

Lipstick

Lip balm

Blusher

Bronzer

Face Powder

Self-tan.

They should give consideration to the function and use of each product.

Learners will research nail products to include:

Nail enamel

Nail polish remover

Cuticle remover

Nail strengthener

Buffing paste

UV gel

Acrylic liquid and powder.


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They should assess the properties of each product. Learners will look at a variety of depilatory products to include: Cream, wax, sugar paste, establishing the main characteristics and use of each product.


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Over-to-you

The types of beauty product

This ancient parchment illustrates the use of early forms of make-up

Why do we need a skin care routine ?

Why should we cleanse our skin?

Why should we use toner on our skin after cleansing?

Why do we need a moisturising product?

To find out the answer to the questions you could do any of the following:

Ask a beauty therapist in a salon

Ask a skin care expert at a skin care counter

Ask friends and family

Check in a beauty text book or magazine

Go online and look at beauty related websites

Lots of beauty products originate from natural products that have been used since ancient times. Men and women would adorn themselves with ground-up plants and insects that provided dyes and pigments so they could add colour to their lips and eyes.

Check out Kohl and cochineal.

Glossary

Research the key terms and record a brief description :

Skin care

Depilatory

Serums

Exfoliate


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Activity 1 – Skin care products

Skincare products

Cleansers, Toners, Moisturisers, Exfoliators, Serums, Masks

Take a look at the before and after makeup image. List the make-up products that

have been used underneath.

Before and after


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Tutor guidance

Group class into pairs; provide each pair with a skincare product spider chart and an A1 sheet of coloured paper. The pairs are to stick the spider chart in the centre of the coloured paper. The learners then annotate the spider chart with notes and images about each product, to include each product’s main function / purpose. The learners should use their findings from the “Over-to-you” activity along with further research using beauty textbooks and online resources.

Once complete you can conduct a class discussion to check answers.


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Learner copy

Research the skincare products in the spider chart. Annotate the spider chart with a description of the function/purpose of each product and images of different examples of each product.


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Tutor guidance

Answer guide

Skincare product

Description

Cleansers

Designed to clean the skin, come in a variety of formats: creams, gels, lotions and wipes. Remove surface grime and make-up as well as excess natural oils. Prepare the skin for further treatment.

Toners

Use after cleansing to remove all traces of cleanser, return skin to its natural pH and temporarily close the pores; available in mild tonics and more astringent formulas.

Moisturisers

Used at the end of a skin care routine to rehydrate, nourish and soften the skin. Many have added protection from UV rays with the addition of a SPF.

Exfoliators

A slightly abrasive product that helps to remove the dead skin cells on the skin’s surface; improves the skin’s texture and enhances the absorption qualities for products like masks and serums.

Serums

Concentrated formulas that come in small bottles or capsules with active ingredients designed to treat specific conditions.

Masks

Product is in either a setting or non-setting formula. A variety of masks is available with the following properties: deep cleansing, anti-ageing, smoothing and rehydrating.


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Activity 2 – Make-up products

Tutor guidance

Provide each learner with an A4 image of the before and after make-up and a set of make-up product cards. Instruct the learners to place the cards where they think the product has been used. When all learners have completed the task invite them to feed back their results. As the location of each product is identified, its function and purpose can be discussed; learners can make brief notes on the back of each card.

You can then lead a discussion, which should include the following:

Accurate identification of each product and where it is used.

The function and purpose of each product.

A brief explanation of how to use each product.


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Learner copy

Foundation Mascara Eye Shadow Eye Liner

Lip gloss Lipstick Lip balm Blusher

Bronzer Face Powder Self-tan


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Tutor guidance

Answer Guide

Foundation

Usually a cream or lotion product that comes in a variety of shades to match all skin complexions. Applied with either a damp sponge or clean finger tips to the skin of the face, to even out the skin tone and achieve a flawless complexion.

Face Powder

A light translucent powder available in loose or pressed format. It is applied over foundation with a brush or powder puff. Its purpose is to set the foundation and make it last longer. The powder absorbs any excess natural oils and prevents a shiny complexion.

Blusher

Available in either pressed powder or cream format, in a variety of cheek colours from pale pink to dark beige. The product is applied under the cheek bone to add warmth and colour to the complexion and accentuate the cheek bone area.

Bronzer Available in powder, gel and liquid formulation. Bronzers come in a variety of shade as they are designed to give the skin a natural tanned appearance and a healthy glow.

Eye shadow

Eye shadows come in cream or powder. They are available in a variety of colours with either matt or pearlised finish. Eye shadows can be applied with a brush or sponge; they are designed to enhance the eye area and add definition.

Eye liner These come in either pencil or liquid form. The product is applied around the eye to add definition and make the eye appear more prominent.

Mascara Available in liquid, cream or block formulations. Applied to the natural lashes with a brush or a wand. Enhances the lashes making them appear thicker and longer.

Lipstick Contains a mixture of oils and waxes and a variety of different pigments offering a range of colours. Applied to the lips either directly from a stick, or with a brush for a longer-lasting effect.

Lip gloss Made from mineral oils with colour pigments. Lip gloss provides extra shine to the lip area.

Lip balm Moisturising product made from oils and beeswax, helps to prevent lips from chapping.

Self-tan A cream or lotion product containing active ingredients that react once absorbed into the skin, staining it to produce a tanned appearance.


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Activity 3 – Nail products

Nail enamel

Nail polish remover

Cuticle remover

Nail strengthener

Buffing paste

UV gel

Acrylic liquid and powder

In pairs, research one type of product and produce at least one PowerPoint slide include the following:

The key features of the product

An appropriate image.

Once complete send to your tutor.

Tutor to collate into one presentation.

Each pair presents their slide to the class.

Class are sent presentation to use as a revision aid.

Example slide


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Activity 4 – Depilatory products

Tutor guidance

Inform learners that they will work independently to complete the depilatory product information sheet. The learners can use beauty text books and the internet to undertake their research. When complete, you should conduct a class discussion to check answers.

Scenario

Image - Rena Schild/Shutterstock.com

The local cycling club needs information on the best way to remove the hair on their

legs to make them more aerodynamic. They have approached their local beauty

therapist for advice. You are the beauty therapist and will need to put an information

sheet together to explain what each depilatory product is and how it works.


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Learner copy

Depilatory product Image Description

Depilatory cream

Wax

Sugar paste


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Tutor answer guide

Depilatory product Image Description

Depilatory cream

A strong alkali cream product. This is applied to the treatment area; the cream gently dissolves the hair shaft on the surface of the skin.

Sometimes this product causes skin irritation. A patch test is recommended.

Wax

Two products available, either hot or warm wax.

Hot wax is applied as a warm molten product directly to the skin; as it cools and sets, the hairs are trapped in the wax. Once the strip has set it is gently flicked off the skin removing the hairs.

Warm wax or strip wax is the consistency of honey; it is applied to the skin with a spatula in a thin coat and then a paper or fabric strip is applied over the top; the wax is very sticky. The paper/fabric strip is flicked off taking the wax and hairs stuck to it off in one go.

Sugar paste

A natural paste made from sugar, water and lemon juice. The product is rolled onto the skin, the hairs stick to the paste and as the product is gently flicked off, the hair is plucked out of the skin. The skin is left smooth and hair free. A professional therapist would be trained to carry

out this technique.


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Activity 5 – Pass the parcel

Tutor guidance

Arrange the class into small groups. Give each group some newspapers and a roll of sticky tape. You should provide each group with a small sample of either a skin care product, make-up product or nail care product. The sample goes in the middle as the prize. The group then wrap a layer of paper around the sample and enclose a question on skincare, makeup, nail or depilatory products. The parcel needs to be at least 10 layers. When all the groups are complete, they swop their parcel with another group. The game of pass the parcel commences. Each group sits in a small circle; when the music plays the parcel is passed from one learner to the next; when the music stops the learner holding the parcel must unwrap a layer and answer the question inside. This continues until the final layer is unwrapped and one learner gets the prize.


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Learn more

Take a look at these two really informative make-up websites; they have lots of interesting information about their products as well as tutorial videos showing you the new season’s colours and designs and how to apply them.

http://www.bobbibrown.co.uk/

http://www.maccosmetics.co.uk/

http://www.bobbibrown.co.uk/

http://www.maccosmetics.co.uk/


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Lesson 4 – Health, safety, hygiene and legislation

Content overview

Learners will explore some of the significant legislation that governs the health, safety and hygiene practices implemented by hair and beauty professionals.

Learners will focus on the importance of:

high standards of hygiene in hair and beauty workplaces to minimise the risk of cross infection

suitable practices to maintain appropriate levels of hygiene

how hair and beauty practitioners protect themselves.

Learners will also investigate key consumer and retail legislation to include: The Trades Description Act and The Data Protection Act


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Over-to-you

Health, safety, hygiene and legislation

Health and Safety at Work Act 1974

http://www.hse.gov.uk/legislation/hswa.htm

Check out the website

http://www.hse.gov.uk/simple-health-safety/simplehealthsafety.pdf.

Health and safety is extremely important. Hair and beauty businesses, like all businesses in the UK, must comply with health and safety laws. Whilst working in this sector you need to know how to use the tools, equipment and products so that you do not harm yourself or others. Everyone must be aware of the dangers and, more importantly, they must know how to stay safe. If individuals or businesses do not follow the health and safety laws and regulations they may face large fines or even have to serve a prison sentence.

Do you know? Glossary

Do you recognise the poster shown above?

Check out the meanings of the words below

Where have you seen one or a similar one?

Comply

What do you think the poster is trying to do?

Legislation

What does HSE stand for? Risk assessment

Hazard

Working practices


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Activity 1 – Important health and safety laws

Tutor guidance

You should lead a discussion to include the following before the start of Activity 2:

Explain the importance of businesses complying with health and safety legislation and the implications of non-compliance.

People’s health and safety put in jeopardy.

Business could face fines or prosecution.

Instruct learners to research and investigate the following laws and provide a brief description for each one. When learners have completed the task they can swop sheets with a partner. You can then instruct the class to feed back their results and sheets can be marked or corrected.


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Learner copy

Law Description


Management of Health and Safety at Work Regulations 1999

Workplace (Health, and Safety and Welfare) Regulations 1992

Personal Protective Equipment at Work (P.P.E) Regulations 1992

Manual Handling Operations Regulations 1992

Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations

(RIDDOR) 1995

Control of Substances Hazardous to Health Regulations (COSHH) 2002


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Tutor answer guide

Law Description


Provides guidelines that aim to protect the health and welfare of all those involved in the workplace. Safe working practices should be followed, any risks identified and action taken to minimise them.

Management of Health and Safety at Work Regulations 1999

Require employers to carry out risk assessments, make arrangements to implement necessary measures, appoint competent people and arrange for appropriate information and training.

Workplace (Health, and Safety and Welfare) Regulations 1992

Cover a wide range of basic health, safety and welfare issues such as heating, ventilation, lighting, workstations, seating and welfare facilities.

Personal Protective Equipment at Work (P.P.E.) Regulations 1992

Require employers to provide appropriate protective clothing and equipment for their employees.

Manual Handling Operations Regulations 1992

Covers the safe movement of objects by hand or bodily force.

Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations

(RIDDOR) 1995

Require employers to report certain occupational injuries, diseases and dangerous events.

Control of Substances Hazardous to Health Regulations (COSHH) 2002

Require employers to assess the risks from hazardous substances and take appropriate precautions.


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Activity 2 – Hygiene, sanitisation, sterilisation, cross-

infection, disinfection

Tutor guidance

Define the terminology before the learners start the task. Ask the learners what they understand the following terms to mean. Discuss each definition with the group. The learners should note down the definition.

Hygiene: Conditions or practices conducive to maintaining health and preventing disease, especially through cleanliness

Cross-infection: The transfer of infection from one person to another, either directly from person to person, or indirectly through an infected object (e.g. a dirty towel)

Sanitisation: Greatly reduces the number of microorganisms, many of the products are mild enough to use directly on the skin.

Disinfection: The lowering of the numbers of harmful microorganisms to a level that is considered safe. It does not destroy all of their more resistant spores.

Sterilisation: The total destruction of harmful microorganisms that could cause infection.

Once the learners are familiar with the terms above they can be given the hygiene chart. The learners are grouped in pairs; they will be required to research and give examples of how hair and beauty businesses maintain safe levels of hygiene.

The following link provides useful information on current hygiene procedures.

http://www.habia.org/uploads/waxing_code_of_practice_booklet.pdf

http://www.habia.org/uploads/waxing_code_of_practice_booklet.pdf


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Learner copy


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Tutor answer guide

Examples

Hygiene procedures

Staff training to ensure all employees are aware of hygiene procedures.

Cleaning rota put in place to ensure working environment is cleaned at regular intervals.

Personal hygiene requirements outlined for all operators.

Treatment and service procedures to include standard hygiene procedures.

All qualified staff in the sector would have gained skill and knowledge on hygiene when they did their training for their professionally recognised qualifications.

Designated health and safety adviser in the workplace should update all staff with any new hygiene requirements.

Dispose of waste correctly.

Sanitisation

All operatives should wash their hands correctly before and after contact with a client, and regularly when in contact with anything that is potential non-hygienic.

Provide wall mounted hand sanitisers for operatives and clients.

Treatment area should be cleansed with a skin sanitiser if appropriate.

Disinfection

Floors and work surfaces should be regularly cleaned with disinfectant.

Tools and equipment should be immersed in or wiped over with disinfectant.

Sterilisation

Pre sterilised implements should be used wherever possible (e.g. electrolysis needles and facial lances)

Metal implements can be sterilised using an autoclave.


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Activity 3 – Infectious conditions

Tutor guidance

Each learner is either given a paper copy or downloads an electronic copy of the infectious conditions research sheet. The learners are instructed to research each condition by accessing web links provided. The learner should then write a brief description of each condition and download an appropriate image.

When all learners have completed the activity, you can then initiate a class discussion to check answers.


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Learner copy

Infectious conditions research sheet

Practitioners working in the hair and beauty sector need to be aware of the potentially infectious conditions they may come into contact with.

Complete the research sheet below, investigating each condition, download an appropriate image and write a brief description of each condition.

Infectious condition Image Description

Impetigo

http://www.nhs.uk/Conditions/Impetigo

Cold sores /Herpes simplex

http://www.nhs.uk/Conditions/cold-

sore

Conjunctivitis

http://www.nhs.uk/Conditions/conjuncti

vitis-infective

Ringworm / Tinea

http://www.nhs.uk/Conditions/Ringwor

m

Head lice / Pediculosis capitis

http://www.nhs.uk/conditions/Head-

lice

Scabies

http://www.nhs.uk/Conditions/Scabies


http://www.nhs.uk/Conditions/cold-sore


http://www.nhs.uk/Conditions/conjunctivitis-infective


http://www.nhs.uk/Conditions/Ringworm


http://www.nhs.uk/conditions/Head-lice




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Answer guide

Infectious condition Image Description

Impetigo

http://www.nhs.uk/Condition

s/Impetigo

An inflammatory

disease of the skin

caused by a bacterial

infection. Skin is red

and itchy to begin

with then small

blisters appear, these

rupture forming

crusts. This will

require referral to a

GP for treatment.

Cold sores /Herpes simplex


s/cold-sore

A recurring skin

condition caused by

a virus; the skin

initially tingles; left

untreated it will

blister and weep.

Generally occurs on

the lips and around

the nose. The area

should not be treated

until it has completely

healed.

Conjunctivitis


s/conjunctivitis-infective

Inflammation of the

mucous membrane

that protects the eye.

The inner eye

becomes inflamed

and sore; it may

weep and produce

pus in the lashes.

Caused by either

bacteria or a virus.

Condition requires

medical attention

depending on

severity - either GP

or pharmacist.








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Ringworm / Tinea


s/Ringworm

A fungal infection

that affects the body,

limbs and face. The

condition appears as

small, red, raised

patches of skin that

heal from the centre,

forming a

characteristic ring

shape. Requires

medical treatment

with an anti-fungal

preparation from the

GP or pharmacist.

Head lice / Pediculosis

capitis

http://www.nhs.uk/condition

s/Head-lice

Tiny wingless insects

that live in human

hair, they bite

through the scalp

and feed from the

blood in the skin.

They are easily

passed from person

to person through

close contact.

Insecticidal shampoo

treatments can be

used to eliminate

them.

Scabies


s/Scabies

Contagious skin

condition caused by

small mites that

burrow into the skin.

The skin becomes

red and irritated,

small grey/brown

burrow marks are

visible. Requires

medical referral to

the GP for treatment.








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Activity 4 – Personal protective equipment

Tutor guidance

Provide each learner with a PPE chart. Instruct the learners to describe the purpose of each piece of PPE equipment. The learners should research on the internet and use hair and beauty text books.

When all learners have completed their charts, the group feed back their results. You should record their findings on a chart presented on a smart board.

Learner copy


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Personal protective equipment

Image Description of purpose

Uniform

Shoes

.

Gloves

Apron


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Tutor answer guide

Personal protective equipment

Image Description of purpose

Uniform

Provide protection from products and chemicals.

Usually a light colour so that regular washing is required to maintain high standards of hygiene.

Shoes

Closed-in shoes are required to protect feet from falling sharp or hot objects. They should also be flat or low heeled to avoid stumbling whilst carrying equipment.

Gloves

Disposable gloves protect operatives from the following:

Infectious conditions.

Irritant chemicals in products or cleaning materials

Cross contamination form bodily fluids e.g. blood spots when waxing

Apron

Aprons can be used for extremely messy services to prevent uniform or clothes being damaged. For example:

Waxing

Colouring hair

Body wraps


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Activity 5 – Key consumer and retail legislation

Matching grid

Tutor guidance

Provide each learner with a list of consumer legislation and a grid with descriptions of each piece of legislation. The learners should then research the legislation using the internet and textbooks and then match the correct description with the correct title of legislation. Once the learners have completed the grid you can go through the correct matches on the board, encouraging learners to contribute with their answers, and correct any inaccurate responses.


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Learner copy

Key consumer and retail legislation

Consumer Protection Act (1987)

Consumer Protection ( Distance Selling) Regulations ( 2000)

Consumer Safety Act (1978)

Cosmetic Products (Safety) Regulations (2004)

Prices Act (1974)

Resale Prices Act (1978)

Sale and Supply of Goods Act (1994)

Trades Description Act (1972)

This act follows European Union directives that seek to protect the customer from unsafe, defective services and products that do not reach the required safety standards.

This legislation states that any information, whether written or verbal, given when selling a product or service should be accurate.

This legislation gives consumers who purchase goods via telephone, fax, internet, digital television, and mail order the same rights as they would have if they purchased goods from a shop or store in person.

Goods must be as described; they must be of merchantable quality and fit for their intended purpose.

This act aims to reduce risk to consumers from potentially dangerous and faulty products.

This sets out guidelines for pricing, where a manufacturer may set a recommended retail price but the seller does not legally have to sell at the recommended price.

The act outlines that prices have to be clearly displayed on products, so that consumers are not misled in any way.


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Tutor answer guide

Key consumer and retail legislation

Consumer Protection Act ( 1987)


Consumer Safety Act ( 1978)

Cosmetic Products ( Safety) Regulations (2004)

Prices Act (1974)

Resale Prices Act ( 1978)


Trades Description Act ( 1972)

This act follows European Union directives that seek to protect the customer from unsafe, defective services and products that do not reach the required safety standards.

Consumer Protection Act ( 1987)

This legislation states that any information, whether written or verbal, given when selling a product or service should be accurate.

Trades Description Act ( 1972)

This legislation gives consumers who purchase goods via telephone, fax, internet, digital television, and mail order the same rights as they would have if they purchased goods from a shop or store in person.


Goods must be as described; they must be of merchantable quality and fit for their intended purpose.


This act aims to reduce risk to consumers from potentially dangerous and faulty products.

Consumer Safety Act ( 1978)

This sets out guidelines for pricing, where a manufacturer may set a recommended retail price but the seller does not legally have to sell at the recommended price.

Resale Prices Act ( 1978)

The act outlines that prices have to be clearly displayed on products so that consumers are not misled in any way.

Prices Act (1974)


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Activity 6 – Data protection Act

Tutor guidance

Instruct learners to produce posters to display in a hair or beauty staff-room detailing the requirements of the Data Protection Act. The posters will help staff to understand what they are allowed or not allowed to do with client information. When the posters are complete, you can conduct a class discussion to check answers.

Resources:

Learners can visit the following website to gather information:

https://www.gov.uk/data-protection/the-data-protection-act

The poster should contain the following information:

Only relevant information should be collected.

The information should only be used by the professionals involved and not shared with, or sold to, a third party.

Information should be held securely.

Information should be updated regularly and available for the client to see if they request.

https://www.gov.uk/data-protection/the-data-protection-act


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Recap bubbles

Tutor guidance

Instruct learners to note down any information they can recall from the session in the recap bubbles. Instigate a discussion to check through the learners answers.


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Recap bubbles

PPE

Data protection

Consumer protection

Infectious conditions

Hygiene

Health and safety


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Learn more

Visit the health and safety website to find out more about COSHH in the beauty therapy industry.

http://www.hse.gov.uk/coshh/industry/beauty.htm

http://www.hse.gov.uk/coshh/industry/beauty.htm

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