Cosmetology 10, 20, 30: Curriculum Guide A Practical and Applied Art

Cosmetology 10, 20, 30
Curriculum Guide
A Practical and Applied Art
Saskatchewan Education
2000
ISBN: 1-894116-35-6
Acknowledgements
Saskatchewan Education gratefully acknowledges the professional contributions and advice given by the following members of
the Practical and Applied Arts Reference Committee.
Jerry Cherneski, Instructor Ron Provali, Teacher/Principal

SIAST Palliser Campus Potashville S.D. #80
Saskatchewan Teachers’ Federation
Hazel Lorenz, Consultant Saskatchewan Association of Computers in Education (SACE)
LandsWest S.D. #123
Saskatchewan Teachers' Federation Dr. Kevin Quinlan
Saskatchewan Career/Work Experience Association (SCWEA) Professor, Faculty of Education
University of Regina
Dean Lucyk, Teacher
Regina RCSSD #81 Doug Robertson
Saskatchewan Teachers' Federation (STF) Lloydminster RCSSD #89
Saskatchewan Industrial Education Association (SIEA) League of Educational Administrators, Directors and
Superintendents (LEADS)
Barbara McKinnon, Teacher
Moose Jaw S.D. #1 Gayleen Turner, Teacher
Saskatchewan Teachers' Federation Swift Current Comprehensive High School Board
Saskatchewan Business Teachers’ Association (SBTA) Saskatchewan Teachers' Federation
Saskatchewan Home Economics Teachers’ Association
Lance Moen, Dean (SHETA)
Associated Studies
SIAST Kelsey Campus Previous Members:
Rose Olson, Trustee Susan Buck, SIAST

Saskatchewan School Trustees Association (SSTA)
Laurent Fournier, SSTA
Dr. Len Proctor
Professor Morris Smith, LEADS
College of Education
University of Saskatchewan Dave Spencer, LEADS
Ron Wallace, SCWEA
Debbie Ward, SSTA
Saskatchewan Education wishes to thank many others who contributed to the development of these guidelines:
• Sandra Mann seconded/contracted developer/writer, Regina RCSSD #81

• Louise Hanson, SIAST Woodland Campus
• the Practical and Applied Arts Program Team
• other field personnel and consultants
This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch,
Saskatchewan Education.
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Table of Contents
Acknowledgements..................................................................................................................................................................... i
Introduction................................................................................................................................................................................1
Philosophy and Rationale ..........................................................................................................................................................1
Aim, Goals, and Foundational Objectives................................................................................................................................1
Course Components and Considerations .................................................................................................................................2
Work Study Component...............................................................................................................................................................3
Portfolios......................................................................................................................................................................................3
Resources .....................................................................................................................................................................................4
Assessment and Evaluation .......................................................................................................................................................4
Module Overview .......................................................................................................................................................................6
Suggested Course Configuration ..............................................................................................................................................7
Core and Optional Modules ......................................................................................................................................................8
Module 1: Introduction to Salon (Core) ......................................................................................................................................8
Module 2A: Salon Housekeeping/Decontamination (Core) ......................................................................................................11
Module 2B: Salon Housekeeping (Core) ..................................................................................................................................12
Module 2C: Salon Housekeeping (Core) ..................................................................................................................................13
Module 3A: Shampoo and Rinses (Core)..................................................................................................................................14
Module 3B: Shampoo and Rinses (Core) ..................................................................................................................................17
Module 4A: Hair Styling (Core)................................................................................................................................................18
Module 4B: Hair Styling (Core)................................................................................................................................................20
Module 5A: Nail Care (Core)....................................................................................................................................................23
Module 5B: Nail Care (Core)....................................................................................................................................................25
Module 5C: Nail Care (Core)....................................................................................................................................................26
Module 6A: Skin Care (Core) ...................................................................................................................................................27
Module 6B: Skin Care (Core) ...................................................................................................................................................29
Module 6C: Skin Care (Optional) .............................................................................................................................................30
Module 7A: Makeup Application (Core) ..................................................................................................................................31
Module 7B: Makeup Application (Core) ..................................................................................................................................33
Module 7C: Makeup Application (Optional) ............................................................................................................................34
Module 8: Career Opportunities (Core) ....................................................................................................................................36
Module 9: Hair Care/Hair Treatments (Core) ...........................................................................................................................38
Module 10: Pedicure/Foot Care (Optional)...............................................................................................................................40
Module 11: Intermediate Chemistry (Optional) ........................................................................................................................41
Module 12: Hair Removal (Optional) .......................................................................................................................................43
Module 13: Scalp Care (Core) ..................................................................................................................................................44
Module 14: Hair Cutting (Core)................................................................................................................................................44
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Module 15: Men’s Beard and Mustache Trim (Optional) .........................................................................................................47
Module 16: Salon Management (Core) .....................................................................................................................................48
Module 17: Advanced Permanent Waving (Optional) ..............................................................................................................52
Module 18: Hair Colouring (Optional) .....................................................................................................................................54
Module 19A, B: Work Study Preparation and Follow-up Activities (Optional) .......................................................................56
Module 20A, B: Work Study (Optional)...................................................................................................................................59
Module 99A, B, C: Extended Study (Optional) ........................................................................................................................60
References .................................................................................................................................................................................61
Appendix A: Articulation .......................................................................................................................................................62
Appendix B: Training Plans...................................................................................................................................................63
Cosmetology 10..........................................................................................................................................................................63
Cosmetology 20..........................................................................................................................................................................65
Cosmetology 30..........................................................................................................................................................................68
Appendix C: Recordkeeping Charts......................................................................................................................................71
Cosmetology 10..........................................................................................................................................................................71
Cosmetology 20..........................................................................................................................................................................72
Cosmetology 30..........................................................................................................................................................................73
Appendix D: Assessment and Evaluation Templates ...........................................................................................................74
Appendix E: Inventory Checklist...........................................................................................................................................88
Appendix F: Career Research Interview Questions.............................................................................................................91
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Introduction
Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates five traditional areas
of Home Economics Education, Business Education, Work Experience Education, Computer Education, and Industrial Arts
Education. Saskatchewan Education, its educational partners, and other stakeholders have collaborated to complete the PAA
curriculum renewal. Some PAA curriculum guides have been updated; some components have been integrated, adapted, or
deleted; some Locally Developed Courses have been elevated to provincial status; and some new guides have been
developed.
A companion Practical and Applied Arts Handbook (Draft 2000) provides background on Core Curriculum philosophy,
perspectives, and initiatives. The Handbook articulates a renewed set of goals for PAA. It presents additional information
about the PAA area of study, including guidelines about work study and related transition-to-work dimensions. A PAA
Information Bulletin provides direction for Administrators and others. Lists of recommended resources from all guidelines
will be compiled into a PAA Bibliography with periodic updates.
Philosophy and Rationale

The Cosmetology curriculum is designed for career and personal growth. The courses allow the student to investigate a
variety of career options and develop entry level skills to the beauty industry. Students are introduced to basic hairdressing
skills, manicures, pedicures, facials and make up applications for a variety of occasions. Opportunities for creative design are
fostered throughout the courses as students learn to manipulate styles and colours suitable to a variety of individuals.
It is important that students learn how to function as a professional in the work world. Through the study of salon
management, students may experience the development of an entrepreneurial venture. Building clientele through positive
customer relations, professional ethics, salon cleanliness, personal grooming, and provisions for a comfortable atmosphere
within the salon are explored.
Aim, Goals, and Foundational Objectives

Aim
The aim of Cosmetology is to develop an awareness, appreciation and skill development related to the beauty industry.
Opportunities to acquire employability skills for beauty industry will be explored.
Goals
Career Awareness : To explore a variety of career options within the beauty industry.
Customer Relations: To develop a professional attitude and professional ethics conducive to the beauty industry.
Personal Growth: To provide an opportunity to see the importance of personal grooming and general deportment as it
relates to the beauty industry.
Motor Skills: To develop practical areas of study that will enhance motor skills.
Self-confidence: To foster a positive self-image and develop self-confidence through a knowledge of personal grooming.
Employment Related Skills: To develop creative skills related to hair design.
Salon Management: To create an awareness of entrepreneurial ventures related to Cosmetology.
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Foundational Objectives
Foundational objectives are the major, general guiding statements that each student is expected to achieve for the modules of
the PAA curriculum guidelines configured into courses. Foundational objectives indicate the most important knowledge,
skills, attitudes/values, and abilities that a student will learn within the context of the course. Both subject and Common
Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements
may be repeated or enhanced within the context of the modules for emphasis or more in-depth learnings. Throughout the
Cosmetology courses, expectations for students include being able:
• to gain knowledge of histology as it applies to nails, hair, and skin.

• to understand the importance of a healthy lifestyle.
• to develop interpersonal skills and professional ethics that may lead to successful employment.
• to create an awareness of careers and business opportunities within the beauty industry.
• to develop and practise a respect for safety and sanitation in a community or school setting.
• to promote skill development in the manipulation of tools, equipment and products that may lead to successful
employment.
• to generate creativity as an expression reflected in hair, skin, and nail care.
• to develop an understanding of products and the effects they have on hair, skin, and nails
• to foster teamwork skills.
Common Essential Learnings (CELs)
The incorporation of the Common Essential Learnings (CELs) into the instruction and assessment of the Practical and
Applied Arts (PAA) curriculum offers many opportunities to develop students knowledge, skills, and abilities. The purpose
of the CELs is to assist students with learning concepts, skills, and attitudes necessary to make transitions to career, work, and
adult life.
The CELs establish a link between the Transition–to-Work dimensions and Practical and Applied Arts curriculum content.
The Transition-to-Work dimensions included in the PAA curricula are: apprenticeship, career exploration/development,
community project(s), employability skills, entrepreneurial, occupational skilling, personal accountability, processing of
information, teamwork, and work study/experience.
Throughout the PAA curricula, the CELs objectives are stated explicitly at the beginning of each module. The CELs are
coded in this document, as follows:
COM = Communication
NUM = Numeracy
CCT = Critical and Creative Thinking
TL = Technological Literacy
PSVS = Personal and Social Values and Skills
IL = Independent Learning
Although certain CELs are to be emphasized in each module, as indicated by the CELs Foundational Objectives, other
interrelated CELs may be addressed at the teacher’s discretion.
Course Components and Considerations

The Cosmetology Curriculum Guide is designed with core and optional modules. School divisions must consider student
interest and needs, teachers expertise, cost of supplies, available equipment and facilities when selecting modules for the
courses of study. The courses seek to develop the correct use of equipment and the use of safety procedures while using the
equipment.
Modules are organized in the guide as introductory (level 10), intermediate (level 20) and advanced (level 30). Students
study a progression of modules, learning more in depth concepts and skills as they move from introductory to advanced levels
within the curriculum guidelines.
Practical experiences are strongly encouraged to foster the development of industry related skills. Opportunities for practical
skill development can be structured within a school or community setting. Suggestions are outlined within the curriculum
guide.
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Work Study Component
The optional work study component of 25-50 hours provides students with the opportunity to apply and refine practical
classroom learning to a workplace setting and further develop career exploration.
Work Study allows students to practise and refine skills, become aware of industry standards, develop employability skills,
and learn about the use of technical equipment and procedures not available in the school setting.
The training plan (Appendix B) reflects practical learning skills designed to be used within the school or community setting.
Students enrolled in the 20 and 30 level courses may perform the skills outlined in the training plans in a school or community
setting as dictated by trade board ruling and professionals within the industry.
Sites for Cosmetology work study may include placements in esthetics, barbering and beauty salons, senior care homes or
within the school.
Refer to the Work Study Guidelines, a section of the Practical and Applied Arts Handbook and the Career and Work
Exploration Curriculum Guide (TBD), for information on required and best practices for student preparation, employer
partnerships and teacher responsibilities.
Note: the Work Experience Education Guidelines are being renewed as the Career and Work Exploration Curriculum Guide.
Portfolios
A portfolio is a valuable organizer of student projects and assignments. Envelopes, files, binders, or folders serve to compile
information over a term for a student. Each student should have a portfolio representing his or her work during the course.
Students may construct portfolios in which to keep their work and assessments throughout the term. Two portfolios may be
valuable: a “working portfolio” to collect ideas observations, notes and critiques, and a “presentation portfolio” to maintain
completed work. By keeping track of this material, students are able to monitor their level of achievement. Additions to and
revisions of the portfolio should be done at the end of each module.
The development of a portfolio is an important communication tool because it provides information for students, teachers,
post-secondary institutions, community organizations and potential employers.
The portfolio can help the student:

• reflect on personal growth and accomplishment
• see links between home, school and community education and activities
• collect materials to prepare applications for post-secondary education scholarship and program entrance
• collect materials to prepare for employment applications
• focus on career planning.
The portfolio can help the teacher:

• provide a framework for independent learning strategies for the student
• communicate student learning from one school year to another in a specific area of study
• identify career planning needs for students
• assess and evaluate the student’s progress and achievement in a course of study.
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The portfolio can help post-secondary institutions:
• determine suitable candidates for awards and scholarships
• evaluate candidates for program entrance
• evaluate prior learning for program placement.
The portfolio can help the community:

• reflect on the involvement in a student’s education
• demonstrate the link between the home, school, and community in education.
The portfolio can help potential employers:

• identify employable skills desired in future employees
• provide evidence of knowledge and skill development of potential employees.
Through reflecting, updating and culling, students are able to compile portfolios that display only their best and most recent
work collection of work.
When a teacher examines a student's portfolio in order to make a decision regarding student progress, the information it
contains may becomes documented evidence for the evaluation.
A daily journal may also become a part of a working portfolio as a means of tracking the student’s use of time and to record
progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent
learning as well as an anecdotal record for part of the course evaluation.
Resources
To support the principle of Resource-based Learning a variety of instructional resources have been evaluated and
recommended to support the teaching and learning of Cosmetology. See Saskatchewan Education Learning Resource
Materials Update for recommended resources that will be compiled into a PAA bibliography.
Teachers should also check the department’s Learning Resources Distribution Centre (LRDC) catalogue. An on-line ordering
service is available.
The on-line version of this Guide is accessible at www.sasked.gov.sk.ca/docs. It will be “Evergreened”, as appropriate.
Assessment and Evaluation

Student assessment and evaluation is an important part of teaching as it allows the teacher to plan and adapt instruction to
meet the specific needs of each student. It also allows the teacher to discuss the current successes and challenges with
students and report progress to the parent or guardian. It is important that teachers use a variety of assessment and evaluation
strategies to evaluate student progress. Additional information on evaluation of student achievement can be found in the
Saskatchewan Education documents entitled Student Evaluation: A Teacher Handbook (1991), and Curriculum Evaluation in
Saskatchewan (1991).
Evaluation throughout the Cosmetology courses should be based upon the learning objectives outlined in the course of study.
It is important to use a variety of assessment strategies to ensure an accurate evaluation of the student. The design of an
evaluation matrix should reflect the amount of time devoted to each of the modules taught in the course.
Regular program evaluation could include a survey of parents, students, and employers to determine program effectiveness
and need for change, if any. Information specific to program evaluation is found in Saskatchewan Education’s School-Based
Program Evaluation Resource Book (1989) and the Practical and Applied Arts Handbook (Draft 2000).
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An example of an evaluation matrix follows:
Written Testing 20%
Projects and Research 45%
Portfolio 15%
Assignments and Homework 10%
Classroom Presentations 10%
There are three main types of student evaluation: formative, summative, and diagnostic.
Formative evaluation is an ongoing classroom process that keeps students and educators informed of students’ progress.
Summative evaluation occurs most often at the end of a module, or course, to determine what has been learned over a period
of time.
Diagnostic evaluation usually occurs at the beginning of the school year or before a module of instruction to identify prior
knowledge, skills or interests in the subject area.
Cosmetology 10
40% Practical Application
40% Theory
• tests
• assignments
• class presentations
• group work
20% Personal Management Skills
Cosmetology 20
50% Practical
30% Theory
• personal and public hygiene
• makes good use of time/keeps busy
• regular attendance
• punctual for class
• personality development/attitude
• care of equipment/daily cleanup
Cosmetology 30
60% Practical
30% Theory
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Module Overview
Module Code Modules Suggested Time
(hours)
COSM01 Module 1: Introduction to Salon (Core) 3-4
COSM02A, B, C Module 2A, B, C: Salon Housekeeping/Decontamination (Core) 1-5
COSM03A, B Module 3A, B: Shampoo and Rinses (Core) 2-12
COSM04A, B Module 4A, B: Hair Styling (Core) 20-25
COSM05A, B, C Module 5A, B, C: Nail Care (Core) 3-15
COSM06A, B, C Module 6A, B: Skin Care (Core); 6C Optional 3-20
COSM07A, B, C Module 7A, B: Make-up Application (Core); 7C Optional 10-15
COSM08 Module 8: Career Opportunities (Core) 3-5
COSM09 Module 9: Hair Care/Hair Treatments (Core) 10-15
COSM10 Module 10: Pedicure/Foot Care (Optional) 5-10
COSM11 Module 11: Intermediate Chemistry (Optional) 4-5
COSM12 Module 12: Hair Removal (Optional) 4-5
COSM13 Module 13: Scalp Care (Core) 5-10
COSM14 Module 14: Hair Cutting (Core) 15-20
COSM15 Module 15: Men’s Beard and Mustache Trim (Optional) 3-5
COSM16 Module 16: Salon Management (Core) 10-15
COSM17 Module 17: Advanced Permanent Waving (Optional) 15-20
COSM18 Module 18: Hair Colouring (Optional) 15-20
COSM19A, B Module 19A, B: Work Study Preparation and Follow-up Activities (Optional) 5-10
COSM20A, B Module 20A, B: Work Study (Optional) 25-50
COSM99A, B, C Module 99A, B, C: Extended Study (Optional) 5-20
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Suggested Course Configuration
Module Code Modules Suggested Time
(hours)
Cosmetology 10
Introductory
COSM01 Module 1: Introduction to Salon (Core) 3-4
COSM02A Module 2A: Salon Housekeeping/Decontamination (Core) 3-5
COSM03A Module 3A: Shampoo and Rinses (Core) 10-12
COSM04A Module 4A: Hair Styling (Core) 20-25
COSM05A Module 5A: Nail Care (Core) 10-15
COSM06A Module 6A: Skin Care (Core) 15-20
COSM07A Module 7A: Make-up Application (Core) 10-15
COSM08 Module 8: Career Opportunities (Core) 3-5
COSM99 Module 99: Extended Study (Optional) 5-20
Minimum 100
Cosmetology 20
Intermediate
COSM02B Module 2B: Salon Housekeeping/Decontamination (Core) 2-3
COSM03B Module 3B: Shampoo and Rinses (Core) 2-3
COSM04B Module 4B: Hair Styling (Core) 20-25
COSM05B Module 5B: Nail Care (Core) 5-10
COSM06B Module 6B: Skin Care (Core) 5-10
COSM07B Module 7B: Make-up Application (Core) 10-15
COSM09 Module 9: Hair Care/Hair Treatments (Core) 15-20
COSM10 Module 10: Pedicure/Foot Care (Optional) 5-10
COSM11 Module 11: Intermediate Chemistry (Optional) 4-5
COSM12 Module 12: Hair Removal (Optional) 4-5
COSM19 Module 19: Work Study Preparation and Follow-up Activities (Optional) 5-10
COSM20 Module 20: Work Study (Optional) 25-50
Minimum 100
Cosmetology 30
Advanced
COSM02C Module 2C: Salon Housekeeping/Decontamination (Core) 1-2
COSM05C Module 5C: Nail Care (Core) 3-5
COSM06C Module 6C: Skin Care (Optional) 3-5
COSM07C Module 7C: Make-up Application (Optional) 10-15
COSM13 Module 13: Scalp Care (Core) 5-10
COSM14 Module 14: Hair Cutting (Core) 15-20
COSM15 Module 15: Men’s Beard and Mustache Trim (Optional) 3-5
COSM16 Module 16: Salon Management (Core) 10-15
COSM17 Module 17: Advanced Permanent Waving (Optional) 15-20
COSM18 Module 18: Hair Colouring (Optional) 15-20
COSM19 Module 19: Work Study Preparation and Follow-up Activities (Optional) 5-10
COSM20 Module 20: Work Study (Optional) 25-50
Minimum 100
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Core and Optional Modules
Module 1: Introduction to Salon (Core)
Suggested time: 3-4 hours Level: Introductory
Module Overview
The purpose of this module is to introduce students to a variety of career opportunities within the beauty industry, and to
make students aware of the ways to build and retain clientele.
• To develop interpersonal skills and professional ethics that may lead to successful employment.
• To create an awareness of careers and business opportunities within the beauty industry.
Common Essential Learnings Foundational Objectives

• To demonstrate positive human relations and professional ethics. (PSVS, COM)
• develop an understanding of how knowledge is created, evaluated, refined, and changed within the field of Cosmetology.
(CCT)
Learning Objectives Notes
1.1A To examine the number of Students will create a list of businesses relating to the beauty industry (phone
businesses within the community book may be a good resource).
that relate to the beauty industry.
(COM) Outline the differences between barbering, cosmetology and esthetics.
1.2A To examine the differences Classify the businesses into categories of barbering, cosmetology or esthetics
between each of the categories. from the list generated in 1.1. Discuss why some businesses might fit into two
(CCT) categories.
1.3A To identify expectations or Take students on a field trip or invite a community business operator to the
standards in the beauty industry. class to discuss a description of his/her trade, operation of a business and
(COM) employee roles and expectations.
Students may be assigned to job shadow within a business and generate a report
on their observations as they relate to standards and expectations of sanitation,
safety, work ethics and employee dress and deportment. (PSVS) See Helping
Solve the Employment Puzzle – Activity 2 for additional ideas on
employer/employee expectations.
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1.4A To identify and demonstrate good Define communication.

interpersonal communication skills.
(COM) Brainstorm different forms of communication (oral, written and non-verbal).
Discuss the importance of effective communication. Role-play effective oral

communication.
Discuss different forms of communication, oral and written. Explain how these
forms can be used effectively in the beauty salon. (PSVS) Discuss the
importance of oral communication in a beauty salon. (PSVS)
Demonstrate the impact positive and negative non-verbal communication

(gestures such as smile vs. rolling your eyes and frowning).
1.5A To display positive attitude and Explain the importance of good customer relations within a business.
proper conduct towards others. Ask students to recall examples of poor customer relations with a business.
(PSVS) Role-play customer service recovery using examples of customer complaints.
(PSVS)
Talk about customer complaints and how to handle them within a business
setting. Students should create a list of ways to provide good service to a
customer within a salon.
Discuss building practices.
Define professional ethics. Explain how professional ethics builds client trust
and patronage.
Discuss the importance of client confidentiality. Identify other professional

ethics in the beauty salon.
Discuss ethics as it relates to the beauty salon.
1.6A To explain the importance of Explain the importance of keeping the body and mind healthy. Suggest ways to
healthy living as it relates to keep the body and mind healthy. How does healthy lifestyle affect one’s
appearance. (COM) appearance, i.e., condition of hair, skin, and teeth?
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1.7A To identify and practise personal Define hygiene. Explain the difference between public and personal hygiene.
hygiene and proper grooming. (COM)
(COM)
Students may brainstorm examples of public and personal hygiene. (CCT)
Discuss safety and health issues involving public and personal hygiene. (COM)
Discuss the importance of hygiene/personal grooming. Brainstorm ideas for

personal grooming. Responses should include clean, styled hair, manicured
nails, etc. (PSVS)
Explain the importance of modeling hygiene and personal grooming. How

does each instill customer confidence in the beautician? Discuss personal
appearance in relation to image projection for a business and the employee
operating within the business.
1.8A To examine ways to improve Define personality.

personality. (COM)
Brainstorm desirable personality traits.
Role-play: 1. displaying undesirable traits 2. displaying desirable traits.
Discuss the importance that personality plays in establishing business clientele.
Outline factors that can influence personality. Explain how a healthy lifestyle
can affect one’s personality.
1.9A To explain the importance of Demonstrate good posture by modeling.

posture and the practice of good
posture. (COM) Explain why posture is important for appearance and how it can affect your
work performance.
Demonstrate proper sitting and standing position.
Discuss how wearing proper shoes can affect posture and reduce fatigue.
Explain how posture can be interpreted as non-verbal communication.
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Module 2A: Salon Housekeeping/Decontamination (Core)
Prerequisite: Module 1
Module Overview
This module focuses on bacteriology and the prevention of the spread of disease by following strict sterilization and sanitation
procedures in the beauty salon. Students have the opportunity to experience sanitation in the classroom by following proper
sanitation procedures.
Foundational Objective
• To develop and practise a respect for safety and sanitation in a community or school setting.

• To develop an understanding of bacteria and the importance of practising safety to prevent the spread of disease. (COM,
IL)
• To understand and use the vocabulary, structures, and forms of expression that apply to the beauty industry. (COM)
2.1A To create an awareness of Define bacteriology.

bacteriology. (COM)
Identify the types of bacteria. Distinguish between harmful (pathogenic) and
helpful (non-pathogenic) bacteria.
Discuss examples of pathogenic bacteria such as: Cocci, Bacalli and Spirilla.
Discuss the disease or infection caused by each type of bacteria.
Explain reproduction of bacteria and how to inhibit bacterial growth.
Conduct a classroom experiment for collection of bacteria on implements. If

the implements have bacteria, discuss the possible reasons for the bacteria, e.g.:
the combs were not sanitized, the chemical disinfectant was not mixed properly
etc. Discuss the implications of not sanitizing properly and using the
implement on another client.
2.2A To demonstrate safe methods for Define sterilization.

handling chemicals and equipment.
(TL, COM) Define Decontamination:
Explain the different methods of sterilization. Determine why sterilization of

implements etc. is essential after serving each client. Demonstrate the proper
use of chemicals when mixing liquid sanitizing agents. Follow manufacturer’s
instructions.
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2.3A To outline procedures that promote Demonstrate classroom procedures for sanitizing implements.
health and prevent the spread of
disease. (COM)
2.4A To adhere to sanitary and Students should practise the sanitizing procedure to establish a routine for
sterilization rules and regulations sanitizing after each use.
as they apply to the cosmetology
trade. (PSVS, CCT) Students will create a list of classroom sanitation practices to ensure proper
sanitation.
2.5A To practise appropriate first aid List safety practices within the beauty salon. Discuss accidents that could
techniques. (TL) occur in the beauty salon if safety is not observed. Have students prepare a list
of ways that these accidents could have been prevented. Discuss first aid
measures that should be followed if accidents occur. Use case studies to
facilitate discussion or role-play a variety of situations.
Discuss safety precautions when dealing with cuts or wounds.
Identify and locate safety equipment in the classroom. Explain how the
equipment should be used.
Module 2B: Salon Housekeeping (Core)

Suggested time: 2-3 hours Level: Intermediate
Prerequisite: Module 2A
2.6B To review introductory learning Review and assess introductory learning objectives in 2A. Once assessment is
objectives on Salon Housekeeping done, determine if further review is necessary.
(decontamination).
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Module 2C: Salon Housekeeping (Core)
Prerequisite: Module 2A and 2B
2.7C To review introductory learning Assess prior learning by using think, pair, and share strategy. Have students
objectives on Salon Housekeeping prepare a written summary of their understandings about bacteriology,
(decontamination). sterilization, and sanitation. Share findings in small groups, and then with the
class. Upon completion of assessment, determine if further review is necessary.
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Module 3A: Shampoo and Rinses (Core)
Module Overview
The purpose of this module is to give students a basic understanding of hair structure and to teach students the proper
procedure for doing a basic shampoo.
• To promote skill development in the manipulation of tools, equipment, and products that may lead to successful
employment.
Common Essential Learnings Foundational Objective(s)

• To use language and vocabulary related to composition of the hair. (COM)
3.1A To describe the structure and Discuss the purpose of hair.

functions of the hair. (COM)
Discuss histology of hair and the composition of hair.
Explain the two main parts of the hair (hair shaft and hair root). The hair shaft
is that portion that projects out of the scalp, and the hair root is the portion that
is found below the skin surface.
Discuss the different layers on the hair shaft. Explain the outermost layer.
Students are to find one strand of hair and move their fingers upward along the
hair shaft to feel the roughness of the cuticle layer. Examine the hair shaft
(could use their own hair) under a microscope if available. On normal healthy
hair, the overlapping cuticle will lie close to the hair shaft. On dry or damaged
hair the cuticle will be lifted from the hair shaft. Draw a picture explaining
how the cuticle layers overlap each other. During a chemical process the
cuticle layer is lifted or opened so that the product may enter the cortex layer
where the chemical process takes place. Once the restructuring of the hair is
complete, a finishing product such as; waving lotion is used to close the cuticle
layer of the hair.
Discuss the purpose of the cortex and the medulla.
3.2A To discuss hair growth. (COM, Determine what influences hair growth. Some factors include:
CCT) age, nutrition, health and hormones.
14
3.3A To explain the life cycle of the hair. Discuss the life span shedding and replacement of hair. Outline three phases of
(COM) hair growth. It might be easy for students to understand replacement of hair by
comparing it to the replacement of a tooth since all have lost teeth and
understand the process of replacement.
3.4A To examine the pH scale, and to Define pH as potential hydrogen. It is a scale that is used to measure acidity
understand the effects of acid and and alkalinity. Discuss the implications of using products on the hair with a
alkaline solutions on the hair. high or low pH. A product that is highly acidic or alkaline breaks down the
(CCT, NUM, TL) hair structure and may leave the hair in an almost liquid state. The longer each
of these products are left on the hair, the more damage they cause. It is
important to understand the effects of pH on hair to prevent damage to the
client’s hair.
Identify the neutral point as 7 on the pH scale.
Demonstrate how to read the pH scale. The scale runs from 0-14, anything
below 7 is acidic, anything above 7 is alkaline.
Determine the pH of hair.
Demonstrate the pH of products.
Perform an experiment using litmus paper or a universal indicator to test the pH

of products such as: shampoos, conditioners, hydrochloric acid, lye, permanent
wave solution, permanent wave neutralizer, etc. Using the indicator determine
the pH of the product. Record the pH of each of the products.
Note: Use extreme caution when using strong acid and alkaline products. The
solution must not come in contact with the skin.
Activity: Demonstrate the effect of acid and alkaline on the cuticle and cortex
layer of hair by:
• saturating hair samples with acid and alkaline products that have both high
and low pH levels. After the products have been on the hair the desired
amount of time, rinse the solutions. Observe the effects on the hair.
Students will note the difference of hair structure when using a mild and
strong acid or mild and strong alkaline. Students may feel the hair and
conclude the effects of different pH on hair. If available, use a microscope
to observe the state of the cuticle layer. A product that is alkaline will
swell the cuticle layer of the hair, leaving it standing straight out and
feeling rough. Whereas, an acid contracts or closes the cuticle leaving the
hair feeling softer and looking shiner.
• putting a slightly acidic conditioner on some of the hair that has been
saturated previously with a slightly alkaline solution. Rinse, students may
feel the hair and view it under the microscope to observe the cuticle layer
of the hair.
15
3.5A To explore the functions of Discuss the composition and function of shampoos. Explain the different types
shampoos and conditioners. (CCT) of shampoos. Identify the hair types that are suited to each shampoo.
Discuss the composition and function of conditioners. Explain the various

types of conditioners available on the market today. Identify the hair types that
are suited to each conditioner.
Invite a guest speaker into the class to do product knowledge on shampoos and
conditioners.
Explain the long-term effects of using the wrong product on a person’s hair.
3.6A To analyze hair to determine which Demonstrate analysis of hair using four of our senses; sight, touch, hearing, and
shampoo and conditioner would be smell. Using the senses identify if client has; dry ends, coloured hair, permed
suitable for each client. (CCT, hair, texture of hair, body in hair, etc. Identify which shampoo and conditioner
PSVS) would be formulated to suit the client’s hair type.
3.7A To demonstrate draping. (COM) Demonstrate draping.
3.8A To demonstrate pre-brushing. Demonstrate pre-brushing before a shampoo.

(COM) Discuss the purpose of pre-brushing and the exceptions of pre-brushing.
3.9A To practise proper procedure for a Discuss the importance of a good shampoo.
shampoo. (COM)
Discuss how often shampooing should be done.
Demonstrate procedure for shampooing hair. Discuss safety with respect to

water temperature, protecting client’s eyes, clothing, etc. Encourage students
to ask questions during the demonstration. Students will practise shampoos.
Provide feedback while students are practising. Determine criteria used to
evaluate a quality shampoo, e.g., even pressure for manipulations, hair is
sufficiently rinsed, hair feels clean, etc. Review the checklist in Appendix D
relating to performing shampoos.
Note: Stress the importance of following manufacturer’s instructions when

using shampoos and conditioners.
3.10A To reinforce sanitary procedures Demonstrate proper sanitation of the sink, combs brushes etc.
when shampooing hair. (PSVS)
Discuss when sanitation should be done and why.
16
Module 3B: Shampoo and Rinses (Core)
3.11B To review introductory learning Use question and answer to pretest students’ previous understanding.
objectives 3.1A - 3.10A on Determine if further review is necessary.
shampoo and rinses. (COM)
3.12B To discuss structures associated Discuss the parts of the hair root (use a diagram to explain).
with the hair root and follicle. Examine the hair follicle by use of a diagram. Explain the purpose of the oil
(COM) glands and arrector pili muscles attached to each follicle. Discuss how hair
takes its shape, size and direction from the hair follicle.
Explain the bulb by use of a diagram.
Explain the papilla by use of a diagram. Discuss the purpose of the papilla.
3.13B To identify influences of sebum Students should identify possible influences of sebum. Possible answers should
production. (COM, CCT) include; diet, emotional disturbances, etc.
3.14B To discuss the technical terms of Identify types of hair on the body. Categorize as; long, short, or lanugo.
hair on the head and face. (COM) Explain the differences between each type. Identify the technical terms for hair
on the head and face.
3.15B To explain how the colour of hair is Review melanin from introductory learning objective 6.4. Discuss the layer of
determined. (COM) the hair containing colouring pigment. Have students identify possible reasons
for grey hair. Answers should include a loss of pigment in the cortex layer of
the hair. Define Albinism as having no pigment/melanin in the skin or hair.
Students have a visual, if the example of the movie “Powder” is used. The
character “Powder” is an albino.
3.16B To analyze hair. (CCT) Review the senses that may be used to analyze hair (sight, touch, hearing, and
smell). Discuss the purpose of analyzing hair for the proper selection of hair
care products. Explain texture, porosity, elasticity, and condition of hair as
analysis of hair. Relate these characteristics to product selection.
17
Module 4A: Hair Styling (Core)
Prerequisite: None
Module Overview
In this module students will learn the skills necessary to perform tasks such as roller set, blow dry/curling iron, and french
braiding.
employment.
• To generate creativity as an expression reflected in hair, skin and nail care.

• To demonstrate safety and sanitation while using equipment and implements. (IL, TL)
• To grow as independent learners within a classroom environment that promotes self-esteem, curiosity, competence, and
trust. (IL)
4.1A To demonstrate braiding techniques. Demonstrate and identify braiding techniques and patterns including:
(IL) • invisible
• visible
• fishtail
Discuss roller set terms. (on base, half off base, off base).
4.2A To demonstrate a roller set and
comb-out. (NUM) Demonstrate then ask students to practise roller placement and pinning for
volume rollers. (NUM) Demonstrate the correct angle to comb the hair up to
achieve the following roller placements:
• on base - full volume
• 1/2 off base - medium volume
• off base - small amount of volume
Identify different amounts of volume that are created by each of the roller
placements.
Demonstrate and provide student practice time for a basic roller set. Provide
feedback while students practise.
Determine criteria to evaluate a quality roller set. Discuss proportion,

balance.
Discuss rhythm, emphasis and harmony as it relates to a total look hairstyle.

Refer to recommended resources.
Demonstrate and explain the different comb-out techniques. Stress the

importance of finishing.
Determine criteria to evaluate a quality comb-out.
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4.3A To demonstrate blow-dry Prepare workstation. Discuss styling products and explain the function of
techniques. (TL) each product. Demonstrate blow-dry techniques such as scrunching, using a
brush, using your hands, etc.
Note: Stress the importance of directing the heat away from the scalp to
prevent burns. Demonstrate drying the hair in layers rather than directing the
heat on the top layer. Explain that the purpose of this procedure is to prevent
the top layer from sustaining excessive heat damage while the underneath
layers remain damp. Determine criteria to evaluate a quality blow-dry.
Note: The blow-dryer is constantly moving to prevent burns.
4.4A To demonstrate curling iron To demonstrate the use of curling iron. Demonstrate holding the iron and
techniques. (TL) holding the comb.
Demonstrate and discuss the clicking and feeding technique that is used when
using a professional iron. To prevent unnecessary burns, ask students to
practise the clicking and feeding technique with a (cold) iron.
Demonstrate sectioning of the head. Explain that sections of hair used for a
curling iron should be about the same size as the base in a roller set.
Demonstrate the use of a curling iron. Stress the use of putting a comb
between the iron and the client’s scalp to prevent burns.
Note: Metal combs should not be used to avoid scalp burns. Have students
practise using a hot curling iron.
Determine criteria to evaluate a quality curling iron hairstyle.
4.5A To follow appropriate safety Review safety practices for using a blow dryer and curling iron. Students
measures when using a blow dryer should brainstorm to determine any other safety measures that need to be
or a curling iron. (CCT) followed when thermal styling hair. Discuss the implications of not following
safety measures.
Review first aid treatment for burns.
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Module 4B: Hair Styling (Core)
4.6B To review introductory learning Review procedures and safety measures for introductory learning objectives.
objectives 4.1A - 4.5A. (COM)
4.7B To demonstrate finger waving. Demonstrate finger waving with the use of a finger-waved mannequin so
students have a visual of finger waves. Explain how finger waves are the art
of waving the hair using; fingers, comb and waving lotion. Ask students
where they have seen this look. Possible answers should include the recent
movies, and models in high fashion magazines. Explain that the purpose of
learning this technique is to control the hair by molding and directing the hair.
Demonstrate the procedure and provide student practice time. Suggest

feedback while they are practising (IL). Determine criteria to evaluate a
quality finger wave e.g., uniform ridges, equal sized wave pattern, etc.
4.8B To demonstrate pin-curl technique. Demonstrate using a pin-curled mannequin so students have a visual of
(optional) pincurls. Discuss the use of pincurls as an alternate method to rollers or finger
waves. Identify the parts of a pincurl.
Discuss the possibility of using a combination of rollers, finger waves, and

pincurls in a roller set. Explain the purpose for learning this technique to
control the hair by molding, slicing and ribboning the hair to create hairstyles.
Provide time for student practice. (IL)
Demonstrate a shaping. Explain open and closed end shaping. Demonstrate

procedure for sculptured curls. Demonstrate correct pinning and provide
student practice time. Suggest feedback while they are practising. Determine
criteria to evaluate a quality pin curl. (IL, CCT)
Demonstrate Semi-stand up curls. Repeat demonstration process as the first

pin curl. Provide time for student practice.
Demonstrate Stand up curls. Repeat demonstration process as the first pin

curl. Provide time for student practice.
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4.9B To demonstrate long hair roller set Show video on creating up do hairstyles (refer to resources listed in the
and up do comb-out techniques. bibliography).
(CCT, IL)
Students are to select a picture of a long hair up do. Determine roller
placement necessary to achieve hairstyle from the photo. Set hair.
Demonstrate comb-out technique for the long hairstyle. Discuss the purpose
of backcombing in the holding power of the finished style. Demonstrate x-ing
of bobby pins and finishing the style.
Determine criteria to evaluate a quality comb-out i.e., rounded, no dents,

bobby pins hidden, sufficient backcombing, etc.
4.10B To analyze facial shapes. (CCT, Examine the seven facial shapes. Use picture illustrations to display each
PSVS) facial shape. Have students work in pairs to analyze each other’s facial shape.
4.11B To create an illusion of an oval Discuss how we might create an illusion of an oval face with each of the facial
shaped face by choosing an shapes (if there is access, computer software may be used to analyze facial
appropriate hairstyle for each of the shapes and to suggest a flattering hairstyle). (TL)
seven facial shapes. (CCT)
Students are to create a collection of the seven facial shapes. Have students
describe each of the facial shapes and choose, from magazines, hairstyles that
would accommodate each of the facial shapes.
4.12B To review introductory and Review procedures and safety measures for introductory (4.1A-4.5A) and
intermediate learning objectives intermediate (4.6B-4.11B) learning objectives.
4.1A - 4.5A, 4.6B – 4.11B. (COM)
21
4.13B To analyze facial features that Analyze profiles, nose shapes, eyes, glasses, etc. Using a picture, make a list
emphasize a client’s best features of:
and de-emphasize poor features. • the client’s features that should be emphasized.
(CCT, PSVS) • the client’s features that should be de-emphasized. (CCT)
Make another list of hairstyles that might:

• compliment the good features.
• de-emphasize poor features.
Students should choose a hairstyle that would accentuate good and de-
emphasize poor features.
Students should work in pairs. Each pair is given a picture of a client.

Students repeat above procedure. Students may prepare a short presentation
analyzing the photo features and the chosen hairstyle selected.
OR
If special software is available students may create different looks using the
software. (Suggested software is in the resources.)
4.14B To demonstrate roller set variations Explain indentation roller placement. Discuss the effect of indentation roller
e.g., indentation, and combination placement. Students should practise this skill.
pin curl/finger wave/roller set.
Demonstrate and explain variations to the basic roller set. Have students
create a hairstyle using variations to the basic set. (IL) Describe the
anticipated results to be achieved in the comb-out.
Students may participate in a provincial hair competition (optional).
22
Module 5A: Nail Care (Core)
Module Overview
The intent of this module is to provide students with a basic understanding of the histology of the nail. Students also learn the
procedure for doing a manicure.
• To gain knowledge of histology as it applies to nails.
• To develop skills in the manipulation of equipment and materials necessary for giving a basic manicure.
• To follow safety and sanitation procedures.

• To demonstrate safety and sanitation while performing a manicure. (TL, IL)
• To use language and vocabulary that reflects nail care. (COM)
5.1A To discuss the composition and Discuss the nail (onyx) as being an appendage of the skin. Explain and
technical name for the nail. (COM) describe the composition and the appearance of a healthy nail. Identify the
purpose of nails. Define keratin.
5.2A To identify and locate the different Using a diagram of the nail, discuss and explain the three parts of the nail: the
parts of the nail. (COM) nail body, the nail root, and the free edge.
5.3A To recognize and locate the Explain the structures associated with the nail; the nail bed, matrix, lunula.
structures surrounding and Define the surrounding structures of the nail; cuticle, eponychium,
adjoining the nail. hyponychium, perionychium, nail wall, nail groove, and mantle. (COM)
5.4A To discuss the influences of nail Discuss the average growth of the nail. Outline the factors that influence nail
growth. growth.
5.5A To recognize fungus and moulds Show visual illustrations of fungus and moulds. Discuss ways to identify
related to nails. fungus and moulds on nails.
23
5.6A To explain the purpose of a Students should work in small groups to define a manicure, and explain the
manicure. purpose of a manicure. (IL) Ask groups to share their ideas with the class.
Responses should include care of the hands and nails, to improve the
appearance of the hands and nails.
Note: Stress that manicures must not be given to a client with a nail disease.
5.7A To identify and demonstrate the Make a list of the equipment, implements, cosmetics, and materials that are
uses of equipment, implements, used during a manicure. Students will create a reference list when they practise
cosmetics and materials when manicures.
giving a manicure.
Set up a manicure table. Review the procedure for giving a manicure.
Demonstrate the procedure for giving a manicure. Review procedures for
sanitation of equipment and implements. (TL) Describe safety procedures while
giving a manicure. Demonstrate the appropriate procedures to follow, if an
accident occurs. Determine criteria to evaluate a quality manicure.
Students should practise giving a manicure. Provide student feedback on

manicures. (PSVS)
5.8A To practise appropriate safety and Have students create a list of safety rules to observe when manicuring. Stress
sanitation procedures for nail care. the importance of sanitizing all equipment after use. Demonstrate appropriate
safety and sanitary procedures to follow, if a cut occurs. Post list of safety
rules in the classroom to remind students when they are practising manicures.
24
Module 5B: Nail Care (Core)
5.9B To review introductory learning Students will recall previous learning.

objectives 5.1A - 5.8A. (COM)
Use diagnostic evaluation to assess prior learning to determine the level of
understanding.
Review learning objectives 5.1 – 5.8 as needed.
5.10B To discuss and explain nail Divide students into groups and give each group a list of disorders and
disorders and nail diseases. (COM, diseases. The group must:
IL) • Identify and explain the nail disorders or diseases. (CCT)
• Use mnemonics (word association) to help remember and identify the
disorder or disease.
• Provide group feedback to the class.
5.11B To name the four nail shapes and to List the four nail shapes. Discuss the suitability of nail shapes for different
suggest an appropriate nail shape clients.
for each client. (COM)
5.12B To demonstrate special manicures. Explain the purpose of special manicure, e.g., paraffin wax manicure, electric
(TL) (Optional depending on manicure, etc. Demonstrate the procedure for giving a special manicure.
availability of equipment.) Review proper usage of implements, cosmetics and materials. Review
procedures for sanitation of equipment and implements.
Have students practise. Give pointers while students practise.
If special equipment is not available, the teacher may invite someone from the
industry to do a demonstration to the class.
OR
The teacher may take the students on a field trip to see the demonstration done
in the work place.
5.13B To practise appropriate safety and Refer to safety and sanitation introductory learning objective 5.9A.
25
Module 5C: Nail Care (Core)
Suggested time: 3-5 hours Level: Advanced
5.14C To demonstrate advanced nail If special equipment and materials are not available, the teacher may invite
techniques. (TL) someone from the industry to do a demonstration for the class.
OR
The teacher may take the students on a field trip to see the demonstration done
in the work place.
5.15C To demonstrate nail art. Demonstrate various nail art techniques. (CCT) Where available, use air brush
to demonstrate nail artistry. Demonstrate clean up of airbrush and other nail
implements.
5.16C To review introductory and Give pre-test to determine level of understanding. Review and explain any
intermediate learning objectives areas of difficulty.
5.1A – 5.9A, 5.9B-5.16B. (COM)
Students are to practise and develop refined nail care skills in this module
building from previous theory in introductory and intermediate nail care
modules.
26
Module 6A: Skin Care (Core)
Module Overview
This Module gives students a basic understanding of the skin and its structure, and provides the skills necessary in performing
a facial.
• To understand the importance of a healthy lifestyle.
• To gain knowledge of histology as it applies to the skin.
• To develop skills in the manipulation of equipment and materials necessary for giving a facial.
• To follow proper safety and sanitation procedures.

• To demonstrate safety and sanitation while performing a facial. (TL, IL)
• To become familiar with the language and vocabulary related to skin care. (COM)
• To develop an understanding of how knowledge is created, evaluated, refined, and changed within the field of
Cosmetology. (CCT)
6.1A To identify and describe the Introduce this module by referring to the skin as being the largest organ of our
structures and functions of the skin. body. Brainstorm why the skin is considered an organ. Responses should
(COM) include that it has a number of important functions that include: protection,
sensation, heat regulation, excretion, secretion, absorption. Discuss each of the
functions.
Using a diagram to explain the divisions of the skin. Identify the layers within
the epidermis and the dermis and discuss the purpose of each layer. Discuss
subcutaneous tissue as being the fatty layer below the dermis. (COM)
6.2A To explain how the skin is Refer to learning objective 1.5. Review what we do to live a healthy lifestyle.
nourished. Ask students to determine how lifestyle may affect the skin. Responses should
include: drink eight glasses of water per day, rest, exercise, proper diet, etc.
Explain how the skin reflects the health of our inner body. Students will
brainstorm any other factors that might preserve the health of the skin.
Using a diagram of the skin, point out the many veins and arteries. Discuss
how the skin receives nourishment through blood and lymph supply.
6.3A To identify the nerves of the skin Identify the nerves of the skin. Explain the function of each of the nerves.
and explain the function of the
nerves. (COM)
27
6.4A To define melanin. (COM) Students will generate a list of different skin colours. Explain that skin colour
will vary from person to person depending on the amount of colouring matter
or pigment in the skin. The pigment is referred to “melanin”.
6.5A To discuss the types of glands Using a diagram of the skin, identify the oil and sweat glands. Ask students to
found in the skin and their explain the purpose of the glands.
functions.
6.6A To enable students to recognize Discuss the importance of recognizing untreatable skin disorders. Stress that a
disorders of the skin to determine if client MUST be referred to a doctor when there is evidence of certain skin
the condition may be treated in the conditions/diseases, or if there is uncertainty about the skin condition. Discuss
beauty salon. (CCT) the safety issue for your client as well as the possible spread of disease within
the salon.
Define lesion. Discuss primary and secondary lesions. Give examples of each
of the lesions, and if possible provide students with a visual of each of the
lesions. Discuss treatment and when the client should be referred to a doctor.
6.7A To determine skin type. Students should compile a list of the different skin types. Discuss how to
recognize each skin type. Students work in pairs to analyze each other’s skin.
Share with the class the skin type and discuss how the skin type was
determined. (PSVS, CCT)
6.8A To discuss the purpose of massage. Discuss the benefits of facial massage.
6.9A To demonstrate the manipulations Demonstrate the massage movements.

used in massage. (CCT)
Stress the importance of pressure and direction when giving massage to prevent
sagging of the skin and muscles.
Discuss the different massage movements and the effect of each.
6.10A To explain the purpose of a facial. Students will work in small groups to define a facial and explain the purpose of
(COM) a facial. Groups share their ideas with the class. Responses should include: to
cleanse the skin, increase circulation, correct treatable skin disorders, etc.
28
6.11A To demonstrate the use of Make a list of the equipment, implements, cosmetics, and materials that are
equipment, implements, cosmetics used during a facial. Students will copy the list for reference when practisng
and materials when giving a facial. facials. Demonstrate the use of the equipment.
(TL)
Demonstrate preparation of client. Review the procedure for giving a facial.
Demonstrate the procedure for giving a facial. Stress proper direction when
giving the manipulations. Review the proper usage of implements, cosmetics
and materials. Review procedures for sanitation of equipment and implements.
Explain safety while giving a facial. Determine criteria to evaluate a quality
facial.
Have students practise giving a facial. Provide student feedback for facials.
(IL)
6.12A To practise appropriate safety and Students will create a list of safety rules when giving a facial. Identify the
sanitation procedures. appropriate procedures to follow if an accident occurs. Post list of safety rules
in the classroom as a reminder for students when they are practising facials.
Module 6B: Skin Care (Core)

6.13B To review introductory learning Ask students to create a list of their knowledge about skin care. Share with the
objectives 6.1A - 6.12A. (COM) class. Review any areas that were not discussed.
6.14B To develop an understanding of a Define lesion.

lesion. (COM)
Discuss the three types of lesions.
Define the primary and secondary lesions.
6.15B To recognize growths of the skin. Students will explain what a skin growth is.
(COM)
Discuss different growths of the skin.
6.16B To describe pigmentation of the Students will define skin pigment.

skin. (COM)
Discuss abnormal pigmentation in the skin.
29
6.17B To identify disorders of the oil and Using a diagram of the skin, identify the sweat and oil glands.
sweat glands. (COM)
Check to see that students recall the purpose of sweat and oil glands.
Explain the diseases of the sweat glands and oil glands.
6.18B To practise appropriate safety and Refer to safety/sanitation Introductory Learning Objective 6.12A.
6.19B To demonstrate special facials. If special equipment and materials are not available, the teacher may invite
someone from the industry to do a demonstration for the class.
OR
The teacher may take the students on a field trip to view demonstration done
in the work place. (TL)
6.20B To practise appropriate safety and Refer to safety/sanitation Introductory Learning objective 6.12A.
Module 6C: Skin Care (Optional)

6.21C To review introductory and Pre-test students to determine level of understanding. Review and explain
intermediate learning objectives areas further, as appropriate to student needs.
6.1A - 6.13A, 6.13B - 6.18B.
(COM) Students are to practise and develop refined skin care skills in this module
building from previous knowledge acquired in the theory skin care modules at
introductory and intermediate levels.
30
Module 7A: Makeup Application (Core)
Module Overview
This module introduces makeup application to students.
• To develop skills in the manipulation of equipment and materials for basic makeup application.
• To build self-confidence by learning how to accentuate and minimize features.
employment.

• To demonstrate safety and sanitation during makeup application. (IL, TL)
• To participate in activities that focus upon different points of view or alternative perceptions.
• To support students in developing their own perspectives and giving reasons/evidence for their
perspectives/positions/conclusions. (CCT)
• To experience a wide variety of activities, topics, and various ways to learn so that students can determine their interests,
abilities, and preferences. (IL)
• To develop an understanding of how knowledge is created, evaluated, refined, and changed within the field of
Cosmetology. (CCT)
Basic Make-up Application (Introduction)
7.1A To analyze client’s skin, eyes, and Discuss the role of colour in makeup application. Explain the benefits of
hair colour to determine colour proper colour selection and the problems of improper colour selection.
selection for makeup application. Explain the effects of improper colour selection and how it can make and
(CCT) individual look sick, pale, tired, etc. If possible, use coloured scarves to
demonstrate this.
Using a pink and a peach or gold and silver piece of material draped over the
client, have students work in pairs to determine whether the client is warm or
cool. Share findings with the class.
Or
Have students look at their wrists to determine colouring; if the veins are
greenish yellow, they are warm, if the veins are bluish purple, you are cool.
Divide makeup into warm and cool colours. Explain to students that they will
look best if they use colours that are suited to their skin, hair and eyes.
31
7.2A To demonstrate the uses of Make a list of the equipment, implements, cosmetics, and materials that are
equipment, implements, cosmetics used in makeup application. Students will copy the list for reference when
and materials when applying they practise makeup application.
makeup.
Demonstrate preparation of client. Review the procedure for makeup
application. Demonstrate the procedure for makeup application with the use
of implements, cosmetics, and materials. Review procedures for sanitation of
equipment and implements. Explain safety while applying makeup.
Have students practise makeup application on themselves using appropriate

colours. Provide student feedback during the practice.
Students will practice makeup using colours that are not suited to their skin
colour. Discuss the feeling created when the wrong colours are used. Student
responses should include; tired, sick, not as good as I did when I used the
proper colours, etc. (IL)
OR
Invite a makeup artist into the class to demonstrate makeup application.
7.3A To perform an eyebrow arch. (CCT) Introduce implements, supplies, and materials used in eyebrow arching.
Identify eyebrow shapes. Determine appropriate eyebrow shape. Determine
where to begin and end identifying the high point of the brow. Demonstrate
eyebrow-arching procedure. Determine direction to remove hairs. Discuss
safety and sanitation.
Students practise eyebrow arching.
7.4A To practise appropriate safety and Have students create a list of safety rules to be used when tweezing eyebrows,
sanitation procedures. (CCT) and applying makeup. Identify the appropriate procedures to follow, if an
accident occurs. Post list in the classroom as a reminder for students when
tweezing eyebrows and applying makeup.
32
Module 7B: Makeup Application (Core)
7.5B To review introductory learning Invite students to create a list of make-up application knowledge. Share with
objectives 7.1A - 7.4A. (COM) the class.
7.6B To develop an understanding of the Explain highlighting and shading or shadowing. Students should understand
purpose of highlighting and shading that highlighting emphasizes, and shadowing minimizes a feature.
in make-up application. (COM)
7.7B To review facial shapes. (COM) Review intermediate learning objective 4.10B, where students identify the
perfect facial shape. The response should be an oval shape.
Using a diagram of a facial shape, discuss how one might use corrective make-
up to create an illusion of an oval shape for other facial shapes. Students work
in pairs to analyze the other facial shapes. Identify the areas that need to be
shaded and discuss with the class.
Collect pictures of models with facial imperfections, e.g., small forehead,

double chin, large nose, circles under eyes, etc. Ask students to identify the
imperfections and discuss how foundation may be used to minimize or
emphasize features.
7.8B To examine corrective make-up Review blush application. Discuss how blush may be applied to the different
application. facial shapes to create a more oval shaped face or to emphasize cheekbones.
Identify problem areas with eyes. Using a visual, discuss how shadowing can
minimize and highlighting can emphasize. (CCT)
7.9B To demonstrate corrective make-up Analyze model’s facial features. Discuss how the make-up may be applied to
application. (IL) emphasize good features and minimize poor features. Review procedure for
applying make-up. Apply make-up and review procedures for sanitation of
equipment and implements.
Students practise analyzing a client’s facial features, decide how to emphasize

and minimize facial features, and apply make-up. Provide feedback to
students while they practise.
33
Module 7C: Makeup Application (Optional)
Consult with the Theatre Arts teacher in the school.
7.10C To review introductory and Give pre-test to determine level of understanding. Review and explain areas,
intermediate learning objectives as required to meet student needs.
7.1A - 7.4A, 7.5B-7.9B. (COM)
7.11C To discuss the purpose of theatrical Have students create a list of the purpose of theatrical make-up. Responses
make-up. should include:
• To add colour to a character whose natural colour is faded out by stage
lights.
• To alter appearance of a character.
• To change the age of the character.
7.12C To identify the materials used in Discuss make-up to create special effects. Make-up should include: derma
theatrical make-up. wax, face putty, black tooth wax, clown white, etc.
7.13C To demonstrate and perform Invite a guest speaker from the industry to do a demonstration for the class or
theatrical make-up application. the teacher may take the students on a field trip to view the demonstration
(COM, CCT, IL) performed in a community setting.
Review the procedure for basic theatrical make-up application. Demonstrate

the procedure. Review procedures for sanitation of equipment and
implements.
Have students practise basic theatrical make-up. Determine criteria to

evaluate a quality theatrical make-up application. Provide student feedback
during practise session. (IL)
Demonstrate how to create a black eye. Repeat demonstration process used

for basic theatrical make-up application.
Demonstrate bruise. Repeat demonstration process used for basic theatrical

make-up application.
Demonstrate scar. Repeat demonstration process used for basic theatrical

make-up application.
34
Demonstrate cuts/blood. Repeat demonstration process used for basic

theatrical make-up application.
Demonstrate missing teeth. Repeat demonstration process used for basic

Demonstrate aging faces. Repeat demonstration process used for basic

Is possible, work with the drama teacher to provide the students with the
opportunity to apply makeup for a drama or musical production.
7.14C To practise appropriate safety and Students will identify the sanitation procedures to be followed when applying
sanitation procedures. (CCT) make-up.
7.15C To create face templates of make-up Students will select pictures from theatrical make-up books. Using a face
application. (CCT) template, students will determine make-up application by pre-sketching.
35
Module 8: Career Opportunities (Core)
Module Overview
During this module representatives from the beauty industry are invited into the classroom to discuss their careers.
• To create an awareness of careers and business opportunities within the beauty industry.

• To investigate Cosmetology related careers within the beauty industry. (TL)
8.1 To gain a better understanding of the Students will define apprenticeship. Working with the students, list the
apprenticeable trades. (COM) apprenticeable trades. Outline the advantages and disadvantages of pursuing a
career through apprenticeship.
8.2 To investigate careers related to the Using a jigsaw method ask students to:
field of cosmetology. (COM) • Create a list of careers that relate to the field of cosmetology.
• Share the different lists with all of the class. Add any careers that students
might have missed.
• Discuss each of the careers, so students have an understanding of each
career.
• Ask students to find three advertisements of jobs that interest them within
the beauty industry. Make a list of all the information given in each
advertisement and compare the jobs.
• Determine common skills required for jobs in the ads and why these skills
are important to students. Select one of the jobs and explain why it
appeals to them. (Adapted from Tourism, Hospitality, and
Entrepreneurship A30, B30 Curriculum Guide learning objective 8.2.)
Throughout the course invite guests from the beauty industry to speak to the
class on different aspects of their jobs.
8.3 To explain the educational Explain the educational requirements for a cosmetologist and briefly discuss
requirements to become a requirements for other career choices such as esthetics, massage therapist, etc.
cosmetologist. (COM)
8.4 To describe careers within the Have guest speakers talk to students about their careers. Discuss duties,
beauty industry. (COM) working conditions, educational requirements, salary, positives, negatives, etc.
OR
Take students on a field trip to listen to an industry representative speak about
career opportunities in the beauty industry.
36
8.5 To explore career options using the Using the internet, have students research a career in the beauty industry or
internet. (TL) interview an individual from the community who has experienced a career in
the beauty industry that is of interest to them. Report on duties, educational
requirements, salary, etc. Students share their findings with the class. Refer to
Appendix F. For more information, consult the Career Hotline at
http//www.sasknetwork.gov.sk.ca/.
37
Module 9: Hair Care/Hair Treatments (Core)
Module Overview
This module introduces hair treatments to students. Students learn the purpose and procedure for giving hair repair
treatments.
• To understand the importance of a healthy lifestyle.
• To maintain safety and sanitation procedures in the salon.
employment.

• To examine and evaluate condition of hair. (CCT)
• To select suitable hair repair treatments for each client. (CCT)
• To demonstrate safety and sanitation while performing a hair repair treatment. (PSVS)
9.1B To analyze hair. (CCT) Review intermediate learning objective 3.6B. Discuss how correct hair
analysis is essential in prescribing appropriate hair care.
9.2B To prescribe appropriate hair care Using a student as a model, analyze the hair. Students will work in groups of
for each client. (CCT) two or three to analyze their hair. (PSVS) Each group shares its final analysis
with the class. Examine the effects on the hair if there is a lack of moisture or
protein.
If hair lacks moisture it will appear dry with little shine. If hair lacks protein it
has poor elasticity and split ends. The protein treatment penetrates into the
cortex layer of the hair and replaces lost keratin.
9.3B To identify disorders of the hair. Discuss hair disorders. Discuss possible hair treatments to repair hair
disorders. (CCT)
9.4B To perform a hair repair treatment. Explain the purpose of each of the hair repair products.
(COM, CCT, PSVS) Analyze client’s hair.
Prescribe products to correct hair disorders.
Demonstrate hair treatment following manufactures instructions.
Have students practise treatments for hair disorders. Provide student feedback
while they are practising.
38
9.5B To practise appropriate safety and Review safety and sanitation.

sanitation procedures. (PSVS)
9.6B To identify scalp disorders. Discuss scalp disorders. Discuss treatment of scalp disorders.
9.7B To identify vegetable and animal Distinguish difference between vegetable and animal parasitic infections.
parasitic infections. Stress that these infections are very contagious and therefore clients must
NEVER be treated in the salon. The client must be referred to a doctor.
9.8B To identify staphylococci infections. Discuss staphylococci infections. Discuss whether the client should be
referred to a doctor.
39
Module 10: Pedicure/Foot Care (Optional)
Module Overview
This module provides students with the skills necessary to perform a pedicure.
• To develop skills in the manipulation of equipment and materials necessary for giving a pedicure.
• To generate creativity as an expression reflected in hair, skin and nail care.

• To demonstrate safety and sanitation while performing a pedicure. (TL)
10.1 To review parts of the nail. (COM) Refer to Nail Care introductory learning objective 5.2.
10.2 To identify foot conditions. Students will create a list of possible foot conditions. Review and add to
students’ list of conditions. Discuss conditions that might be treated by the
cosmetologist.
10.3 To explain the purpose of a Students may work in small groups to define and explain the purpose of a
pedicure. (COM) pedicure. Ask groups to share their ideas with the class. Responses should
include: care of the feet and nails, to improve the appearance of the feet and
nails. Explain why it is not advisable to work on a client with a foot or nail
disease. Possible answers should include the spread of disease to others.
Review what to look for to determine foot or nail disease.
10.4 To identify and demonstrate the uses Make a list of the equipment, implements, cosmetics, and materials that are
of equipment, implements, used during a pedicure. Have students copy the list for reference when they
cosmetics and materials when giving practise pedicures. Discuss and demonstrate the uses of each. (TL)
a pedicure.
10.5 To practise appropriate safety and Review the procedure for giving a pedicure. Demonstrate the procedure for
sanitation procedures. (PSVS) giving a pedicure. Review the proper use of implements, cosmetics and
materials. Review procedures for sanitation of equipment and implements.
Explain safety while giving a manicure.
Students will practise giving a pedicure. Determine criteria to evaluate a

quality pedicure. Provide student feedback during practice session.
Review list of safety and sanitary rules for a manicure. Refer to introductory
learning objective 5.8A. Note the rules are the same for a pedicure.
40
Module 11: Intermediate Chemistry (Optional)
Module Overview
In this module students learn the basic principles of chemistry. After studying this module students will have knowledge on
the chemical formation and how the hair may be altered when we use shampoos, conditioners, permanent waves, and hair
colour on our hair.
• To develop comprehension of the effects of chemicals on hair.
• To develop an understanding of products and the effects on hair, skin, and nails.
• To understand and follow safety rules when working with chemicals.

• To demonstrate safety when working with chemicals. (CCT)
11.1 To discuss chemistry and its Discuss the importance of having a knowledge of the chemical make up of
branches. products used in the salon and of understanding the effects of the products on
the hair and skin.
Explain the two areas of Chemistry: organic and inorganic.
11.2 To define matter. (COM) Define matter as being anything that occupies space. Matter may be found in
solids, liquids, or gasses. Students will brainstorm examples of the three types
of matter that exist in the classroom.
11.3 To develop an understanding of Matter may exist in the form of elements compounds, and mixtures. Define
elements, compounds, and mixtures. elements, mixtures, and compounds. (COM)
Explain changes in matter that may occur physically or chemically. The hair
may be physically altered after a perm is given. A chemical reaction may
occur when adding a thermal additive to an exothermic waving lotion. Once
the additive is added, the product warms up.
11.4 To review the pH scale from Students write a pre-test to determine level of understanding. Explain areas of
introductory learning objective difficulty, as required by students.
3.4A. (NUM)
41
11.5 To foster an awareness of the Discuss the chemical make up of:

chemical composition of water, • water
shampoos, conditioners, permanent • cleansing agent/surfactant
waves, and hair colours. (COM) • other ingredients such as: moisturizers, oil, protein, and perfume, etc.
Explain the surfactant molecule as having 2 parts:

• head (hydrophilic) water loving
• tail (lipophilic) oil loving
Discuss chemical make-up of conditioners developed to correct hair problems.

A surface conditioner closes down the cuticle and therefore is acid based.
Other conditioners may be formulated to correct certain hair problems.
Products formulated to correct hair problems may contain: protein/keratin and
moisturizers.
Permanent wave solutions contain ammonium thioglycolate. The action of

ammonium trioglycolate breaks down the disulfide bonds in the hair cortex.
This allows the hair to take on a new shape. The neutralizer is acid based.
The active ingredient is hydrogen peroxide. The neutralizer hardens the curl
into its new shape and closes the cuticle layer down.
The active ingredients in permanent hair colour are hydrogen peroxide and
colour. The action of the hydrogen peroxide is to open the cuticle layer so the
colour molecule may penetrate and attach to the cortex layer of the hair.
42
Module 12: Hair Removal (Optional)
Module Overview
This module provides instruction on temporary hair removal.
• To practise safety and sanitation while removing unwanted hair.
• To develop an understanding of products and the effects they have on hair, skin, and nails.

• To use appropriate safety and sanitation. (PSVS)
12.1 To discuss the history of hair Students may brainstorm the reason for hair removal. Discuss the evolution of
removal. (COM) hair removal.
12.2 To identify the types of hair Discuss temporary and permanent hair removal methods.
removal. (COM)
12.3 To create an awareness of the Students will generate a list of ways of removing hair temporarily. Discuss
methods of temporary hair removal. these methods of temporary hair removal. Responses should include:
(COM) shaving, tweezing, depilatories, wax, sugaring.
12.4 Demonstrate the uses of equipment, Make a list of equipment, implements, cosmetics, and materials that are used
implements, cosmetics and materials in temporary hair removal.
used in temporary hair removal.
(COM) Discuss waxing or sugaring. Review procedure for temporary hair removal
(waxing or sugaring). Discuss direction of application and direction of
removal. Review proper usage of implements, cosmetics and materials.
Review procedures for sanitation of equipment and implements. Explain
safety for temporary hair removal.
Demonstrate on eyebrows, legs, mustaches, etc.
Have students practise temporary hair removal. Provide student feedback for
practice session.
12.5 To practice appropriate safety and Students will create a list of safety rules when temporarily removing hair.
sanitation procedures. (TL) Responses should include test wax temperature to avoid burning, avoid getting
product in eyes, etc. Identify the appropriate procedures to follow, if an
accident occurs. Post a list in the classroom as a reminder for students when
they are practising.
Note: Students will not perform permanent hair removal techniques at the
high school level.
43
Module 13: Scalp Care (Core)
Prerequisite: Module 3A and 6A
Module Overview
In this module students learn the procedure for a basic scalp treatment.
• To maintain safety and sanitation procedures while performing a scalp treatment.
employment.

• To demonstrate safety and sanitation. (PSVS)
13.1 To review hair analysis. See intermediate learning objective 3.6A.
Generate a list of reasons for analyzing hair.
13.2 To identify disorders of the scalp. Identify the following disorders of the scalp: dandruff, alopecia.
(COM)
13.3 To develop an understanding of Discuss vegetable, animal, and staphylococci infections.

infections of the scalp. (COM)
13.4 To discuss types of treatments for Explain the different scalp treatments available. Discuss the purpose of scalp
scalp conditions. (COM) treatments.
13.5 To review theory of massage. Refer to introductory learning objective 6.8A.
13.6 To perform a normal hair treatment. Demonstrate preparation of client for a scalp treatment. Review the procedure
for giving a scalp treatment. Demonstrate the procedure for giving a scalp
treatment. Review the proper usage of implements, cosmetics and materials.
Review procedures for sanitation of equipment and implements. Explain
safety while giving a scalp treatment.
Ask students to practise giving a scalp treatment. Determine the criteria used
to evaluate a quality scalp treatment. Provide feedback for student practice.
(IL)
13.7 To practise appropriate safety and Students will create a list of safety rules when giving a scalp treatment. Post
sanitation procedures. (PSVS) list in the classroom as a reminder when practising scalp treatments.
Suggestion: You may assign different student groups to create the many
practice lists that are created in this course and use this as part of their
evaluation.
Module 14: Hair Cutting (Core)

44
Module Overview
This module introduces students to basic haircutting.
• To generate creativity as an expression reflected in hair, skin, and nail care.

• To demonstrate safety and sanitation while performing haircuts. (IL)
• To develop an understanding of both the value and limitations of technology within society. (TL)
14.1 To define hair cutting and determine Define hair cutting as the art of shaping the hair with the aid of implements
the purpose of hair cutting. (COM) into a becoming shape for the client.
Review advanced learning objective 4.11B. Discuss the benefit of choosing

an appropriate hairstyle. Discuss the objective of hair cutting. Responses
should include: to accentuate a client’s good features and minimize poor
features, remove damaged hair, etc.
14.2 To identify the implements used in a Examine the implements used in hair cutting. (TL)
hair cut. • hair cutting scissors
• thinning shears
• razors
• combs
• clips
14.3 To explain the purpose of a client Discuss the importance of a client consultation. Possible responses should
consultation. include: analyze facial shape, to discuss client’s wishes, personality/lifestyle,
etc.
14.4 To define terms used in haircutting. Define terms related to hair cutting:
(COM) • guideline
• stationary guideline
• movable guideline
• sectioning
• bob/blunt cut
• layered cut
• thinning and texturizing
• nape
• crown
• slithering
• shingling
45
14.5 To analyze client’s hair. Explain cowlicks, whorls, texture, etc. Identify reasons for analyzing client’s
hair before giving a hair cut. (COM)
14.6 To demonstrate how to hold and use Demonstrate correct scissor holding. Demonstrate correct technique for
hair shaping implements. (TL) removing the thumb from the scissors to hold the comb. Demonstrate
combing the hair and passing the comb to the left hand. Provide student
practice for all three skills.
Discuss angles used in haircuts. Practise passing comb when fingers are
horizontal (blunt cut) and when fingers are vertical (layered cut).
Identify the two main haircuts: bob/blunt, and layered cuts. Often a
combination of these two cuts is used to create a style.
14.7 To demonstrate sectioning for a Demonstrate sectioning for a hair cut. Students should practice this skill.
haircut. (IL)
14.8 To demonstrate haircuts (TL) Section mannequin. Review procedure for a haircut. Using a head template,
explain how each section of the hair will be cut. Predetermine lengths of
finished cut and angles that will be used when cutting. Demonstrate step by
step procedure for the blunt/bob cut. Have students practice the step by step
procedure. Provide feedback while they are cutting i.e., holding the scissors
correctly, removing the thumb while combing the hair, etc. Stress safety
issues of cutting past the second knuckle of the finger, cutting chunks of hair if
the thumb is not removed while combing the hair, etc. Determine criteria to
evaluate a quality hair cut.
Demonstrate long layered. Repeat demonstration process used for the blunt
cut.
Demonstrate basic layered. Repeat demonstration process used for the blunt
cut.
14.9 To apply safety and sanitation List sanitation procedures for implements. Discuss safety issues for cutting
practices for hair cutting. (PSVS) hair. Review safety procedures to follow, if a cut injury occurs.
46
Module 15: Men’s Beard and Mustache Trim (Optional)
employment.

• To demonstrate safety and sanitation while trimming beards and mustaches. (IL)
15.1 To identify the implements used in Examine the implements used in beard and mustache trims.
beard and mustache trims. (TL) • scissors
• razors
• clippers
• combs
15.2 To demonstrate beard and mustache Review procedure for giving a beard trim. Demonstrate procedure for a beard
trims. (TL) trim. Discuss safety and sanitary procedure to follow, if a cut injury occurs.
Review procedure for trimming a mustache. Demonstrate this procedure.
The teacher may invite someone from the barber industry to do a

demonstration for the class.
OR
The teacher may take the students on a field trip to observe the demonstration
done in the work place.
15.3 To follow appropriate safety and Review safety and sanitation procedure for implements.
sanitation. (PSVS)
47
Module 16: Salon Management (Core)
Module Overview
In this module students learn the basics of opening and operating a beauty salon.
• To develop interpersonal skills and professional ethics that may lead to successful employment.
• To foster teamwork skills.

• To develop a strong sense of critical and creative thinking.
• To acquire a knowledge and use of vocabulary related to the beauty industry. (COM)
16.1 To discuss types of salon ownership. Discuss the three types of salon ownership: individual, partner, and
(COM) corporation. Identify strengths and weaknesses of each type of ownership.
16.2 To determine appropriate location Discuss the importance of a good business location. Identify complimentary
for opening a beauty salon. (CCT) businesses that a salon may profit from, if located within close proximity.
Discuss types of desirable clients for a business. Discuss the importance of
choosing an area that will attract the clientele that you want.
Have students identify other factors that may determine location of a business.
Possible answers may include; visibility, adequate parking, competition, and
large volume of customer traffic.
16.3 To examine different ways of Discuss the purpose of advertising. Create a list of various ways of
advertising. (CCT, COM) advertising. Collect examples or role-play ads of beauty products used
throughout the course.
16.4 To discuss appropriate selling Review professional ethics from learning objective 1.5A. Discuss ethics of
practices. (COM) selling products in the salon.
16.5 To identify different types of clients. Create a list of the different types of clients. Students work in groups and
(COM) identify ways of dealing with each client. Review learning objective 1.5A
48
16.6 To practise appropriate telephone Discuss the use of the telephone in the salon: book appointments, handle
usage within a beauty salon. complaints etc.
Explain the importance of effective communication on the phone: so client

can understand, less errors made, etc.
Define telephone etiquette as being an appropriate way of talking on the

phone. Students will brainstorm a list for telephone etiquette. Responses
should include: pleasant clear distinct voice, be polite, etc.
Students may role-play placing and receiving phone calls from clients booking
appointments, unsatisfied client, etc.
Consult Helping Solve the Employment Puzzle. A Toolbox for Middle and
Secondary Levels (1998), Activity 17.
From the community invite a guest speaker to discuss the importance of good
telephone techniques for the success of his/her business. (Adapted from:
Business Education A Curriculum Guide for the Secondary Level Information
Processing 10, 20, 30 (1994) learning objective 2.21.)
16.7 To develop a business plan. (COM) Define a business plan as a plan of action used in creating a business venture.
The business plan may include: mission statement, financing, detailed
description of the services provided in the salon, pricing structure, numbers of
employees needed in specialized areas, wages, and benefits to employees.
Invite a guest speaker to the class to talk about how to develop a business
plan.
Refer to Business Education A Curriculum Guide for the Secondary Level

Entrepreneurship 30 Curriculum Guide (1993), learning objective 6.2.
16.8 To review record keeping Explain record keeping as the process of keeping records of all business
procedures. (TL, NUM) transactions. Records are kept daily, weekly, monthly, and yearly to record:
income and expenses, inventory sheets, and client record file cards.
Transactions that involve receiving money from services done on a client,
selling retail products, etc. are considered income. Transactions that involve
paying out money for salaries, purchasing supplies, rent, etc. are considered
expenses.
The importance of keeping accurate records is to determine if the business is

viable or if it is operating at a loss.
Daily records are used to record any income or expenses that have occurred
during the day. At the end of the day
Cash = income - expenses - petty cash.
49
Monthly records may record rent, telephone, etc. They are also used to
compare income from month to month or year to year. From monthly or
yearly analysis, the salon owner may determine the financial state of the
business. If the business is making less money than the year prior, the owner
must determine the cause and act accordingly.
Monthly records may also be kept on inventory such as consumable products.

If an accurate inventory is kept it is easy to see how many products are being
consumed each month and therefore it is easy to determine what products or
how many products need to be ordered. Students may use inventory templates
included in Appendix E of this guide.
Another area of record keeping is recording the client’s name and the service
received on a file card. For example, when perming a client, record his/her
name, along with the type of perm, the colour of rods and any other pertinent
information. The next time the client comes for the same service it is easy to
refer to the file cards and make alterations from the previous perm if
necessary.
Have a visual of record sheet.

• Students are given Cash Receipts and Payments Schedule and a list of
income and expense transactions. They are to record the income and
expenses in the appropriate columns and determine the cash (Cash =
income - expenses - petty cash).
• Inventory sheet may be used to practise ordering supplies for the
classroom.
• Client record file cards may be practised in Module 17 and 18 on
permanent waving or hair colouring.
16.9 To plan the physical layout of a Discuss layout out of a salon. Identify possible considerations when designing
beauty salon. (CCT, TL) a layout. (If available use software to develop the layout.) Analyze salon
layouts for efficient use of space.
Refer to Module 13 in Drafting and Computer-Aided Design 10, 20, 30

Curriculum Guide for more details on developing a floor plan.
16.10 To develop a business venture. Have someone from the industry to speak about salon management.
(CCT, COM, PSVS, IL)
Students work in groups to create a business venture. Their duties include:
• deciding on a location (refer to Learning Objective 16.2C)
• developing a business plan (refer to Learning Objective 16.7C)
• plan layout (refer to Learning Objective 16.9)
• design on what type of advertising to use (refer to Learning Objective
16.3)
50
Students may use the “Business Plan Guide” as a template when they are
planning their venture. (See the Saskatchewan Education. Tourism,
Hospitality, and Entrepreneurship A30, B30 Curriculum Guide (1998).
Research done on location may include things such as desired clientele, salon
visibility, adequate parking and potential competition nearby. Based on the
above criteria the student should choose a location and be able to defend the
reason for the choice.
The business plan is to outline financing, detailed description of the services

provided in the salon, pricing structure, number of employees needed in
specialized areas, wages, and benefits to employees.
The layout of the salon must use space effectively and accommodate the
services that are provided in the salon. (If available, software may be used to
create the floor plan.) Determine the colour scheme for the walls, floors,
chairs etc. If possible, use sample swatches of the colours.
Once the above has been planned the students must decide how they will
attract clients into the salon. The choice of advertising must be suited to the
target clientele. The assignment must include a detailed explanation of the
choice of advertising.
51
Module 17: Advanced Permanent Waving (Optional)
Module Overview
This module introduces permanent waving to students.
• To follow proper safety and sanitation procedures when perming hair.
employment.

• To demonstrate safety and sanitation. (CCT)
• To touch, handle, manipulate, or experiment with materials first-hand so that students can discuss their observations from
the various products and techniques used. (CCT)
17.1 To define permanent waving. Define permanent waving as “the process of chemically restructuring the hair
(COM) into a different shape”.
17.2 To review the pH scale. (COM) Review the pH scale (learning objective 3.4A). Identify the pH range of
waving lotion and neutralizer. Discuss the action of the waving lotion and
neutralizer on hair.
17.3 To identify various types of perms. Discuss and explain the effects of acid and alkaline perms on the hair.
(COM) Identify the benefits and hair types that are best suited for these perms.
17.4 To review the purpose of client Review reasons for a client consultation. Discuss the purpose of a
consultation. (COM) consultation before giving a perm. Possible answers should include client’s
likes/dislikes in a perm, to determine amount of curl desired, client’s lifestyle,
etc.
17.5 To analyze hair. (CCT) Students identify the importance of proper analysis of the client’s hair.
Review learning objective 14.5. Discuss and explain porosity, elasticity, and
texture. Explain the effect each has on a perm.
52
17.6 To determine appropriate rod Correct rod selection is important in achieving the desired amount of curl.
selection. (COM, CCT, IL) The rod selection is determined by;
• the amount of curl desired
• the length, elasticity, and texture of the hair.
17.7 To demonstrate sectioning and a Demonstrate sectioning for a perm wrap.

basic perm wrap. (CCT)
Demonstrate perm wrap. Discuss other acceptable wraps. Determine criteria
to evaluate a quality perm wrap e.g., even tension, elastics are not too tight,
etc. Students practise sectioning and perm wrap. Provide student feedback
from practice.
Review procedure for a permanent wave. Demonstrate application of

solutions. Demonstrate proper rinsing, oxidizing, neutralizing and clean up.
Note: Stress the importance of following manufacturer’s instructions.

Students practise giving a permanent wave. Demonstrate test curls.
Stress safety issues while giving a perm, e.g., keep solution from coming in
contact with client’s eyes, etc.
Discuss post-perm maintenance on hair, e.g., shampoo, conditioner, and

styling products.
17.8 To follow appropriate safety Have students make a list of safety rules to be considered while giving a perm.
measures when permanent waving.
(PSVS)
53
Module 18: Hair Colouring (Optional)
Module Overview
This module introduces hair colouring to students.
• To follow proper safety and sanitation procedures when colouring hair.
employment.

• To demonstrate safety and sanitation. (CCT)
• To grow as independent learners within a classroom environment that promotes self-esteem, curiosity, competence, and
trust (IL)
• To touch, handle, manipulate, or experiment with materials first-hand so that students can discuss their observations from
the various products and techniques used. (CCT)
18.1 To define hair colouring. (COM) Identify possible reasons why people colour hair. Define hair colouring as
“chemically changing the colour of hair”.
18.2 To explain colour theory. (COM) Discuss and explain:

• Primary
• Secondary
• Tertiary
• Quaternary
• Complementary
• Tone
• Level
Explain chemistry of colour on hair.
18.3 To identify the three types of hair Explain the difference between temporary, semi-permanent, and permanent
colour. (COM) hair colours.
18.4 To analyze hair. (CCT) Review hair analysis, advanced learning objective 14.5 and 17.5. Determine
if it is safe to colour hair.
18.5 To perform a patch test. (IL) Explain the purpose of a predisposition (patch) test.
Demonstrate the procedure for giving a patch test.
Determine if hair can be coloured without an allergic reaction.
54
18.6 To determine level of hair colour. Using colour swatches, determine the level of hair colour.
Determine if colour is warm or cool. Refer to introductory learning objective

7.1A.
Select colour.
18.7 To perform a strand test. Discuss the purpose of giving a strand test. Demonstrate a strand test.
Discuss with client whether the colour chosen is the desired colour. If not
determine how to alter the colour. (PSVS)
18.8 To demonstrate hair colouring Discuss different hair colouring techniques. Demonstrate a hair colouring
techniques. (CCT, IL) technique. Have sudents practise a colouring technique. Provide student
feedback. Determine criteria for evaluating a quality colour.
Note: Stress the importance of following manufacturer’s instructions when

mixing and applying a colour.
Stress safety issues when colouring hair.
Demonstrate other colouring techniques in the above manner.
Explain the difference of adding colour or taking away colour (Highlighting).
Demonstrate application techniques using conditioner instead of colour. Use

hair swatches and experiment with different colour formulations.
Experiment with different coloured swatches of hair. Label and record

colours used and timing of the product.
18.9 To follow appropriate safety Students will create a list of safety rules to be considered when colouring hair.
measures when colouring hair.
(PSVS)
55
Module 19A, B: Work Study Preparation and Follow-up Activities (Optional)
This module is used to prepare students for work study placement. Foundational Objectives include pre-placement
information, preparation for interviews, and expectations for the workplace experience.
Suggested time: 5-10 hours Level: Intermediate and Advanced
• To develop workplace skills that may lead to successful employment.
• To recognize how the work skills developed in the classroom will be used to meet workplace expectations.

• To be aware of the role partnerships play in a work study situation. (COM)
• To use a wide range of language experiences; listening, speaking, writing, and reading that are required in the workplace.
(COM)
• To gain an understanding of personal and moral issues in the workplace. (PSVS)
Note: Other CELs may be emphasized.
19.1 To be aware of the expectations of In order to establish a successful working relationship with all of the partners
each of the partners in the work involved in the workplace, it is important to define the expectations of each
study component. partner. For a list of roles and responsibilities of the business, personnel,
manager, teacher monitor, school, parent, and student, see the Work Study
Guidelines for the Practical and Applied Arts included in the Practical and
Applied Arts Handbook (Draft 2000).
19.2 To determine factors that may Brainstorm a list. Then verify through experience. The list may include
affect student contribution in the previous work experience, volunteer work, teamwork activities, and extra-
workplace. (CCT) curricular participation within the school.
19.3 To build good communication Discuss verbal and non-verbal communication. List some ways in which
skills for the workplace. (COM, negative and positive non-verbal communication may be displayed. Encourage
PSVS) students to role play ways of demonstrating effective techniques of verbal
communication on the job when giving or receiving instructions and resolving
conflict. Use case studies, and divide the students into groups to role play how
effective communication may be used to resolve conflict on the job.
56
19.4 To develop a resumé that may be The student will develop a resumé using the correct format. (IL)
forwarded to a potential employer.
The resumé may be used to introduce the student to the employer of a
workplace site prior to an interview. Teachers are encouraged to work with
other staff members to ensure resumé preparation is taught. Resumé writing is
suggested in English Language Arts 20 and A30, Information Processing 10,
20, 30, and Career and Work Exploration 20.
Students should save the resumé on a computer disk and update it, as changes
need to be made and references are added.
19.5 To determine student guidelines in Through class or small group discussions, students may list guidelines for an
preparation for an interview. interview. The instructor may add missing items to the list.
(COM)
Outline and describe the three stages of an interview. Point out to the students
at what stage of the interview each of the guidelines previously discussed will
be used.
The greeting involves an introduction between the student and employer.

Discuss or demonstrate how this should be done.
The exchange is the longest part of the interview where the employer asks a
series of questions and engages in a dialogue with the student about
information on the resumé and other matters relating to the job.
The parting provides closure to the interview and may be just as important as
the greeting. Explain how this may be done.
Provide the students with a list of questions frequently asked by employers or

ask students to make a list. Students may role play the stages of the interview.
19.6 To discuss the post interview. After the student has completed the interview with the employer, do a follow-
up activity. Review the interview with the student using the three stages above
as points for discussion.
57
19.7 To develop a procedural guide for Discuss the following work site items with students.
the work site. • transportation
• hours of work
• absence and tardiness
• procedures for conflict resolution
• role of the student, teacher, and work place supervisor
• dress code
• job description
• school and employer expectations
19.8 To relate feedback from the work Students provide feedback about work placement including: where they were
placement. placed, type of business, duties, most rewarding
experience, most difficult situation, and how they handled it.
Note: It is recommended that each student send a thank you note or card to the
employer upon the completion of each work placement. If more than one
placement has been made in the course, follow-up activities must be completed
after each
placement.
Ensure that students understand these guidelines by asking students to describe

each of these items.
Note: Look for opportunities to introduce and reinforce ideas about Labour
Standards, Occupational Health and Safety, and WHMIS. Use the Career and
Work Exploration Curriculum Guide, the PAA Handbook, the Saskatchewan
Labour website (http://www.readyforwork.sk.ca), and other recommended
resources.
58
Module 20A, B: Work Study (Optional)
Suggested time: 25 – 50 hours Level: Intermediate and Advanced
• To be aware of the careers and opportunities in the field of cosmetology that exist in Saskatchewan and other provinces.
• To integrate classroom learning with work-related learning.
• To increase awareness of employability skills as they relate to the work environment.

• To engage in a work study experience and develop entry-level workplace skills that may lead to sustainable employment.
(PSVS)
• To expand career research beyond the classroom setting. (IL)
For more information about implementing work study in schools see the Work Study Guidelines for the Practical and Applied
Arts included in the Practical and Applied Arts Handbook. Teachers need to use or design appropriate learning objectives
for this module; for instance, to demonstrate ability to follow a “Training Plan”. The training plan for the student should be
designed to relate to the objectives of the course modules chosen in collaboration with the cooperating employer.
Note: the renewed/new Career and Work Exploration 10, 20, A30, B30 Curriculum Guide is being developed. Consult the
Department of Labour for content about Labour Standards, Occupational Health and Safety, and WHMIS. If students have
experienced a work study during grade 11 or 12 in other courses, add more depth to the next experience.
59
Module 99A, B, C: Extended Study (Optional)
Note: The extended study module may be used only once in a pure or survey course. It is important to record the title of the
extended study module on the recordkeeping chart. Record 99A for the first extended study module offered in the course
series, 99B for the second extended study module offered, etc.
Suggested time: 5 - 20 hours Level: Introductory/Intermediate/Advanced
Module Overview
Evolving social and personal needs of society, advances in technology, and demands to solve current problems require a
flexible curriculum that can accommodate new ways and means to support learning in the future. The extended study module
is designed to provide schools with an opportunity to meet current and future demands that are not provided for in current
modules in the renewed PAA curriculum.
The flexibility of this module allows a school/school division to design one new module per credit to complement or
extend the study of pure core and optional modules configured to meet the specific needs of students or the community.
The extended study module is designed to extend the content of the pure courses and to offer survey courses beyond the scope
of the available selection of PAA modules from the pure courses.
The list of possibilities for topics of study or projects for the extended study module approach is as varied as the imagination
of those involved in using the module. These optional extended study module guidelines should be used to strengthen the
knowledge, skills, and processes advocated in the Practical and Applied Arts curriculum.
For more information on the guidelines for the Extended Study module see the Practical and Applied Arts Handbook (Draft
2000).
60
References
Alberta Education. (1996). Cosmetology studies: Guide to standards and implementation. Edmonton AB: Author.
Frangie, Catherine. (1991) (Ed.) Milady’s standard textbook of cosmetology. Tarrytown, NY: Milady Publishing.
Misener, J. & Butler, S. (2000). Horizons 2000+ career studies. McGraw-Hill Ryerson Limited, Toronto, ON.
Saskatchewan Education. (Draft 2000). Career and work exploration curriculum guide. Regina, SK: Author.
Saskatchewan Education. (2000). Drafting and computer-aided design 10, 20, 30 curriculum guide. Regina, SK: Author.
Saskatchewan Education. (2000). Learning resource materials update 2000. Regina SK: Author.
Saskatchewan Education. (Draft 2000). Practical and applied arts handbook. Regina, SK: Author.
Saskatchewan Education. (1998). Tourism, hospitality, and entrepreneurship A30, B30 curriculum guide. Regina, SK:
Author.
Saskatchewan Education. (1994). Business education. A curriculum guide for the secondary level. Information processing
10, 20, 30. Regina, SK: Author.
Saskatchewan Education. (1993). Business education. A curriculum guide for the secondary level. Entrepreneurship 30.
Regina, SK: Author.
Saskatchewan Education. (1992). The adaptive dimension in core curriculum. Regina, SK: Author.
Saskatchewan Education. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Author.
Saskatchewan Education. (1991). Student Evaluation: A teacher handbook. Regina, SK: Author.
Saskatchewan Education. (1990). Cosmetology 13, 23, 33: A curriculum guide for the Secondary Level. Regina SK:
Author.
Saskatchewan Education. (1989). Work experience education guidelines. Regina, SK: Author.
Saskatchewan Education. (1988). Understanding common essential learnings: A handbook for teachers. Regina, SK:
Author.
Saskatchewan Institute of Applied Science and Technology and Saskatchewan Labour. (1998). Helping solve the
employment puzzle: A toolbox for middle and secondary levels. Prince Albert, SK: Author.
61
Appendix A: Articulation
Saskatchewan Education, Apprenticeship and Trade Certification Commission, Trade Boards, and Saskatchewan Institute of
Applied Science and Technology (SIAST) have been working together to establish articulation agreements for time credit
recognition and advanced placement for theory in the appropriate trade.
Articulation between Saskatchewan Education, Apprenticeship and Trade Certification Commission and the Cosmetology
Trade Board to date have negotiated 250 hours of time credit toward journey status in the Cosmetology trade (50 hours per
100-hour course offered at the secondary level to a maximum of 250 hours).
62
Appendix B: Training Plans
Cosmetology 10
Note: When in a salon setting, it is recommended that high school students practise their cosmetology skills on mannequins
only.
Module 2A: Salon Housekeeping Observe Assist Demonstrate

Sanitation of equipment
Sanitary rules observed in the salon
Module 3A: Shampoos and Rinses Observe Assist Demonstrate

Set up of implements and materials
Draping Client
• towel over client
• cape not touching client
Pre-brushing
• each strand 3 times
• 1/2” sections
Hair analysis for proper product selection of shampoo
• manipulations
• all areas of head washed and rinsed
• protect clients eyes/ears by use of hand
• cape over back of shampoo chair
• safety and sanitation
Module 4A: Hair Styling Observe Assist Demonstrate

Visible Braid
• clean partings
• holding comb in hand
• sterilization
Invisible Braid
• clean partings
• sterilization
Fish-tail Braid
• clean partings
• sterilization
Roller set
Volume roller placement
♦ on base/full volume
♦ 1/2 off base/medium volume
♦ off base/minimal volume
• pre-plan style
• pre-sectioning
• set basic roller set
Roller set Comb-out
• back combing
• back brushing
Sterilization and sanitation
Blow-dry
• pre-plan style
63
Module 4A: Hair Styling Observe Assist Demonstrate
• blow-dry using various tools e.g., comb, brush,
hands, etc.
• safety and sterilization
Curling Iron
• pre-plan style
• use clicking and feeding technique while using the
curling iron
Safety and sanitation
Module 5A: Nail Care Observe Assist Demonstrate

• proper setup of manicure table
• work from little finger to thumb
• correct removal of nail polish
• correct shaping of nails (corner to center)
• correct removal of cuticle
• manipulations (hand and arm)
• clean under free edge
• bevel nails
• correct application of base, nail polish, and top coat
• remove excess nail polish
Module 6A: Skin Care Observe Assist Demonstrate

• proper draping of client
• skin analysis
• set-up equipment
• correct cleansing of face
• correct steaming of face
• massage (middle finger or ring finger, appropriate
amount of pressure)
• correct use of mask (application, left on appropriate
amount of time)
• correct removal of mask
Module 7A: Make-up Observe Assist Demonstrate

Draping
Eyebrow arch
Color selection
• cleanse and moisturize client’s face.
• application of foundation
• application of face powder
• application of blush
• application of eyeshadow
• application of eyeliner
• application of eyebrow pencil
• application of mascara
• application of lipliner and lipstick
64
Cosmetology 20
only.
Module 2B: Salon Housekeeping Observe Assist Demonstrate

Module 3B: Shampoos and Rinses Observe Assist Demonstrate

Draping Client
• towel over cape
• skin not touching client
Pre-brushing
• 1/2” sections
Hair analysis for proper product selection of shampoo
• manipulations
Module 4B: Hair Styling Observe Assist Demonstrate

Finger-waves
• follows correct procedure
• finished product
Carved or Sculptured pincurls
• body position
• strong wave pattern
• ribboning hair
• curl placed correctly
• curl pinned properly
• curl same size as wave pattern
Semi-standup Pincurls
• body position
• strong wave pattern
• ribboning hair
• curl placed correctly
• curl pinned properly
• curl same size as wave pattern
Cascade or Stand up Pincurls
• body position
• ribbon strand
• properly pinned
• curl same size as base
Roller set
• indentation Roller placement
• rollers set to create a desired pattern
• assisting (passing rollers)
Long hair updo
• rollers set to create desired combout pattern
65
Comb-out of long hair
• appropriate amount of back combing for style being
created
• balance
• bobby pins used appropriately
Module 5B: Nail Care Observe Assist Demonstrate

• work from left hand, little finger to thumb
• bevel nails
Module 10: Pedicure Foot care Observe Assist Demonstrate

• proper setup of pedicure chair
• work from left hand, little toe to big toe
• manipulations (foot)
• bevel nails
Module 6B: Skin Care Observe Assist Demonstrate

• skin analysis
amount of pressure)
amount of time)
66
Module 7B: Make-up Application Observe Assist Demonstrate
Draping
Eyebrow arch
Color selection
Highlighting
Shading
• cleanse and moisturize client’s face.
• application of foundation
• application of face powder
• application of blush
• application of eyeshadow
• application of eyeliner
• application of eyebrow pencil
• application of mascara
• application of lipliner and lipstick
Module 12: Hair removal (Wax/Sugar) Observe Assist Demonstrate

• prepare client
• direction of application
• pull against direction of hair growth
Module 20: Work Study Observe Assist Demonstrate

• portfolio
• résumé
• product displays
• customer service
• teamwork
• self-starter
• communication
67
Cosmetology 30
only.
Module 2C: Salon Housekeeping Observe Assist Demonstrate

Module 13: Scalp Care Observe Assist Demonstrate

Draping Client
• towel over cape
• skin not touching client
Pre-brushing
• 1/2” sections
Hair analysis for proper product selection
Perform normal scalp treatment
• proper application of product
• manipulations
Shampoo
• manipulations
Module 5C: Nail Care Observe Assist Demonstrate

• work from left hand, little finger to thumb
• bevel nails
Module 6C: Skin Care Observe Assist Demonstrate

• skin analysis
amount of pressure)
amount of time)
68
Module 7C: Theatrical Make-up Observe Assist Demonstrate
• draping
• cleanse and moisturize face
• black eye
• bruise
• scar
• cut
• missing teeth
• aging face
Module 14: Hair Cutting (demonstration) Observe Assist Demonstrate

• client consultation
• hair analysis
• predetermine finished style
• pre-sectioning
• haircut
• safety and Sanitation
Module 15: Men’s Beard and Mustache Trim (demonstration) Observe Assist Demonstrate
• predetermine finished style
• beard and mustache trim
Module 16: Salon Management Observe Assist Demonstrate

Recordkeeping
• inventory
• client services records
• retailing
Telephone technique
Module 17: Permanent Waving (demonstration) Observe Assist Demonstrate

• hair analysis
• correct product selection
• sectioning
• perm wrap
• correct application of solutions
• test curl
• rinsing
• pass rods and papers
Module 18: Hair coloring (demonstration) Observe Assist Demonstrate

• hair analysis
• hair level
• correct product selection
• patch test
• strand test
• color removal
Color application
69
Module 18: Hair coloring (demonstration) Observe Assist Demonstrate
• retouch
• lightening
• highlighting
70
Appendix C: Recordkeeping Charts
Cosmetology 10
Student Name: __________________________________________________
Student Number: _________________________
Module Modules Hours Date Teacher

Code Initial
COSM01 Module 1: Introduction to Salon C

COSM02A Module 2A: Salon Housekeeping/Decontamination C
COSM03A Module 3A: Shampoo and Rinses C
COSM04A Module 4A: Hair Styling C
COSM05A Module 5A: Nail Care C
COSM06A Module 6A: Skin Care C
COSM07A Module 7A: Make-up Application C
COSM08 Module 8: Career Opportunities C
COSM99 Module 99: Extended Study O
C = core module
O = optional module
Note: When the Extended Study, Work Study Preparation and Follow-up Activities, and Work Study modules are studied
for the first time, record the module number and the letter A (Extended Study Module 99A). If the module is repeated at
another level, the module is recorded using the letter B (Extended Study Module 99B).
It is recommended that this document be printed on school letterhead.
71
Cosmetology 20
Student Name: __________________________________________________
Student Number: _________________________

Code Initial
COSM02B Module 2B: Salon Housekeeping/Decontamination C

COSM03B Module 3B: Shampoo and Rinses C
COSM04B Module 4B: Hair Styling C
COSM05B Module 5B: Nail Care C
COSM06B Module 6B: Skin Care C
COSM07B Module 7B: Make-up Application C
COSM09 Module 9: Hair Care/Hair Treatments C
COSM10 Module 10: Pedicure/Foot Care O
COSM11 Module 11: Intermediate Chemistry O
COSM12 Module 12: Hair Removal O
COSM19 Module 19: Work Study Preparation and Follow-up Activities O
COSM20 Module 20: Work Study O
C = core module
O = optional module
72
Cosmetology 30
Student Name: __________________________________________________
Student Number: _________________________

Code Initial
COSM02C Module 2C: Salon Housekeeping/Decontamination C
COSM05C Module 5C: Nail Care C
COSM06C Module 6C: Skin Care O
COSM07C Module 7C: Make-up Application O
COSM13 Module 13: Scalp Care C
COSM14 Module 14: Hair Cutting C
COSM15 Module 15: Men’s Beard and Mustache Trim O
COSM16 Module 16: Salon Management C
COSM17 Module 17: Advanced Permanent Waving O
COSM18 Module 18: Hair Colouring O
COSM19 Module 19: Work Study Preparation and Follow-up Activities O
COSM20 Module 20: Work Study O
C = core module
O = optional module
73
Appendix D: Assessment and Evaluation Templates
Shampoo Checklist
Name: ____________________________________________________________
Date: ___________________________
Mark: ____________/48 marks
Very good = 3
Satisfactory = 2
Not satisfactory =1
Request help =0
0 1 2 3
1. Draping
• towel in half/over cape
• skin not touching cape
2. Pre-brush hair
• from scalp to ends
• 3 times
3. Shampoo
• shampoo and conditioner used sparingly
• manipulations
• thoroughly rinse nape
• neck clean/no soap curds
• conditioner worked through ends
• cape is dry at end of shampoo
4. Comb-out
• comb hair from ends to root
5. Clean-up
• supplies and products in proper place
• supplies sanitized
6. Efficiency
• effective use of time
7. Safety
• safety rules observed
Total _______________
Comments:
74
Manicure Checklist (Introduction)
Name: ________________________________________ Date: ______________________
Mark: ________________/16 marks
yes no
1. Correct set-up of manicure table
2. Sanitize hands
• client hands
• your hands
• gloves as preferred
3. Nail filing
• left hand first
• work from little finger to thumb
• file from corner to center
4. Push back cuticle/trim cuticle
5. Clean under free edge
6. Bevel (fine end of emery board)
7. Buff
8. Nail polish application
• 3 strokes
• even
• remove excess polish
9. Clean-up
• supplies sanitized and put in proper place
10. Effective use of time
11. Safety rules observed
Total ____________
Comments:
75
Manicure Checklist (Intermediate)
Name: _______________________________________________ Date: _________________________
Mark: _______________/75 marks
Very good = 3
Satisfactory = 2
Not satisfactory =1
Request help =0
0 1 2 3
1. Prepare manicure table
• correct set-u
2. Sanitize hands
• client hands
• your hands
3. Remove nail polish
• soften with cotton
4. Shape nails
• corner to centre
5. Massage
• wrist
• palm of hand
• top of hand
• rotate fingers
• arms
6. Loosen cuticle
• orange wood stick covered with
cotton
7. Trim cuticles
• nip carefully
8. Cuticle oil
• correct application
• removal of cuticle oil
9. Bevel nails
• fine side of emery board
• gentle pressure
• buff nails
12. Apply base coat
• 3 strokes
13. Apply polish
• 3 strokes
• even application
14. Remove excess polish
• orange wood stick
15. Clean-up
76
16. Efficiency
17. Safety
Total ____________
Comments:
77
Facial Checklist (Introduction/Intermediate)
Taken from: Alberta Education. 1996. Career and Technology Studies. Cosmetology. Edmonton, AB: Author, page G100.
Instructions: The first column indicates each task you will be marked on. The second column indicates whether the task was
performed. The third column indicates your level of performance as assessed by yourself and as assessed your teacher. To
achieve “at standard” rating, your total mark should be at least 30/60.
Task Performed Marks

Tasks to be Tested
✔“
“✔ Self Teacher
1. Prepare the client.
2. Wash your hands.
3. Analyze the skin.
4. Apply cleansing cream.
5. Remove cleansing cream.
6. Steam the face.
7. Apply astringent.
8. Apply mask.
9. Remove mask.
10. Apply astringent.
11. Apply moisturizer.
12. Clean up and sanitize work area.
Total /60 /60
Marking Scale
5 = Excellent; 4 = Very Good; 3 = Satisfactory; 2,1 = Not Satisfactory
Rating
Above Standard 75% - 100%

At Standard 50% - 74%
Below Standard 0% - 49%
78
Facial Checklist (Introduction)
Name: _____________________________________________________________________
Date: __________________________________
Mark: __________/21 marks______
Yes No
1. Preparation
• towel secure around head

• towel around neck
• towel across chest
• correct selection of skin products
2. Sanitize hands
• sanitize hands
3. Application of cleansing cream
• upward movements
4. Removal of cleansing cream
• upward movements
5. Manipulations
• even tempo
• slow, relaxing
• sufficient pressure
• direction
• 10-15 minutes
6. Removal of mask
• upward motions
• no traces of mask left on face
7. Application of astringent/freshner
• applied with cotton

8. Application of moisturizer
• back of hand to prevent bacteria contamination

9. Clean-up

12. Correct procedure followed
79
Facial Checklist (Intermediate)
Name: ___________________________________________ Mark: _________________/57 marks
Very good = 3, Satisfactory = 2, Not satisfactory = 1, Request help = 0
0 1 2 3
1. Prepare client
• remove jewelry
• towel secure around hair
• towel around neck/chest
0 1 2 3
2. Prepare table
• make-up remover, astringent or freshener, moisturizer,
facial mask, cotton, 3 towels.
0 1 2 3
3. Remove Make-up
• upward strokes
• correct products for skin type
0 1 2 3
4. Manipulations
• even tempo
• pressure
• direction
• 10 - 15 min.
0 1 2 3
5. Remove cream thoroughly
• upward motions
0 1 2 3
6. Remove mask
• all traces of mask gone
0 1 2 3
7. Steam face
• 3 warm towels
• 1 cool towel
0 1 2 3
8. Apply astringent or freshener
0 1 2 3
9. Apply moisturizer
• On back of hand to prevent contamination
80
0 1 2 3
10. Clean-up
0 1 2 3
11. Efficiency
0 1 2 3
12 Safety
Total ____________
Comments:
81
Pedicure Checklist
Name: ______________________________________________________ Date: _________________________
Mark: _____________/21 marks
Yes No
1. Correct set-up of pedicure table
2. Sanitize feet
• client feet
• your hands
3. Nail filing
• Left foot first
• work from little toe to big toe
• file from corner to centre
4. Removal of cuticle
• push back cuticle (cotton on end of stick)
• trim cuticle
• removal of excess skin on soles of feet
5. Manipulations
• 5 min.
• even pressure
7. Bevel (fine side of emery board)
8. Buff
9. Nail polish application
• 3 strokes
• even
• remove excess polish
10. Clean-up
Total ____________
Comments:
82
Hair Treatments Checklist
Name: ___________________________________________________ Date: _________________________
Mark: __________/38 marks
Satisfactory = 2; Not satisfactory = 1; Request help = 0
0 1 2
Drape Client
• towel folded diagonally around neck
• towel folded over top of cape (does not touch skin)
• towel over top of cape
Pre-brushing
• 1/2” (1.25 cm) partings
• brush from scalp to ends
• brush 3 times
Shampoo
• shampoo used sparingly
• manipulations
Application of Product
• towel dry hair
• used sparingly
• follow manufacturer’s instructions
Completion
• thoroughly rinse nape
• cape is left dry
Clean-up
• hair cleaned from sink
• sink dried
Efficiency
Safety
• Safety rules observed
Total: ______________
Comments:
83
Perm Wrap Checklist
Name: ____________________________________________________________
Date: ________________________________
Mark: ____________ /39 marks
Very good = 3, Satisfactory = 2, Not satisfactory = 1, Request help = 0
0 1 2 3
Sectioning
• Visible sections
• rod length
• clean partings
Wrapping
• each blocking the diameter of the roller used
• blocking held up at 90° angle from top part
• roller sits on base
• tension
• no fish hooks
• no bunching
• elastics not too tight
Clean-up
Efficiency
Safety
• Safety rules observed
Total: ___________
Comments:
84
Long Hair Up Do
Name: ___________________________________________________ Date: __________________________
Mark: ______________ /80 marks
Excellent =4
Very good = 3
Satisfactory = 2
Not satisfactory = 1
Request help = 0
0 1 2 3 4
ROLLER PLACEMENT
• Appropriate for style being created
• Appropriate roller size for amount of curl desired
• Base size appropriate for type of style
• Rollers pinned at center base
• Clean partings
• Hair wound neatly around rollers
• Tension
• Creativity
0 1 2 3 4
COMB-OUT
• Even/Proportional
• Balance
• Bobby pins hidden
• Bobby pins snug (hairstyle not loose)
• Herring bone bobby pins
• No dents
• Sufficient amount of back combing
• Completed within time limit
• Creativity
• Finishing
Efficiency
• Effective use of time
Clean-up
• Supplies sanitized and put in proper place
Total: _____________
Comments:
85
Basic Competencies Reference Guide
Adapted from: Alberta Education. 1996. Career and Technology Studies. Cosmetology. Edmonton, AB: Author, page G8 & G9.
Skill Managing Learning Communicating Effectively Working with Others Demonstrating Responsibility
Level
• continually comes to class prepared for • prepares and effectively presents accurate • continually leads where • continually demonstrates responsibility in
learning. material. appropriate, encourages group attendance.
• continually follows detailed instructions • continually motivates individuals. performance. • continually punctual
4 independently. • continually listens and responds • continually provides positive • assignments are continually complete.
• demonstrates self-directions in learning, goal effectively. leadership. • continually demonstrates personal health
setting and goal achievement. • demonstrates positive interpersonal skills. and safety procedures.
• transfers and applies learning in new • continually identifies hazards and their
situations. impact.
• provides leadership.
• regularly comes to class prepared for learning. • regularly prepares and effectively presents • regularly leads where appropriate, • regularly demonstrates responsibility in
• follows detailed instructions without direction. accurate material. usually encourages group attendance.
• sets goals and establishes steps to achieve them • regularly motivates individuals. performance. • regularly punctual.
3 • transfers and applies knowledge, skills in • listens and responds effectively. • regularly provides positive • assignments are regularly complete.
practical situations. • regularly demonstrates positive leadership. • regularly, demonstrates personal health and
• co-operates with others. interpersonal skills. safety procedures.
• regularly identifies hazards and their
impact.
• occasionally comes to class prepared for • prepares and presents material. • occasionally leads, rarely • occasionally demonstrates responsibility in
learning. • occasionally motivates individuals. encourages group performance. attendance.
• occasionally follows instructions. • occasionally listens and responds. • occasionally provides positive • occasionally punctual.
2 • sets goals and establishes steps to achieve them • occasionally demonstrates positive leadership. • assignments are occasionally complete.
with direction. interpersonal skills. • occasionally, demonstrates personal health
• occasionally applies knowledge, skills in and safety procedures.
practical situations. • occasionally identifies hazards and their
• occasionally cooperates with others. impact.
• sporadically comes to class prepared for • does not prepare material. • does not lead, does not encourage • sporadically demonstrates responsibility in
learning. • sporadically motivates individuals. group performance. attendance.
1 • sporadically follows basic instructions. • sporadically listens and responds. • sporadically provides positive • sporadically punctual.
• sporadically identifies criteria for evaluating. • sporadically demonstrates positive leadership. • assignments are sporadically complete.
• sporadically cooperates with others. interpersonal skills. • sporadically demonstrates personal health
and safety procedures.
• sporadically identifies hazards and their
impact.
86
Developed by Regina Catholic Schools’ Practical and Applied Arts teachers, 1998 (used with permission).
87
Appendix E: Inventory Checklist
Sample Inventory Checklist
Products Amount of Date ordered: Date ordered: Date 0rdered: Date ordered:
supplies to ___/___/___
keep on hand dd/mm/yy
In stock # Ordered In stock # Ordered In stock # Ordered In stock # Ordered
Shampoos
• Acid balanced (250 ml) 10 5 5
• Acid balanced (1 litre) 4 1 3
• Anti-dandruff (250 ml) 9 0 9
• Liquid dry (250 ml) 1 1 0
Conditioners
• Instant (250 ml) 15 10 5
• Moisturizing (500 ml) 15 5 10
• Protein (750 ml) 10 10 0
Permanent Waves
• Alkaline 30 10 20
• Acid-balanced 40 10 30
88
Sample Cash Receipts and Payments Schedule
Date Operator Services Gift Certificates Cash paid out/Refunds

dd/mm/yy Operator #1
Operator #2
Operator #3
Operator #4
Operator #5
Totals
CASH = INCOME - EXPENSES - PETTY CASH
89
Sample Client Card
Name: _____________________________________________________________
Address: __________________________________________________________________________
Phone Number: ___________________________
Allergies:
Service provided:
Products used:
Comments/Results:
Professional Products Purchased:
Cost: ___________________________ Operator: _______________________________________
90
Appendix F: Career Research Interview Questions
Adapted from Business Education A Curriculum Guide for the Secondary Level Accounting 10, 20, 30 (Saskatchewan
Education 1992).
Interview someone who currently works in the accounting field.
In selecting the candidate to be interviewed, students may choose a person with whom they are familiar, such as a relative or a
family friend. Alternatively, students may contact and interview a person they have never met, but one who is employed in an
accounting career area that is of interest to them.
The assignment may be completed independently, in pairs, in small groups, or by whichever method is chosen by the
student(s) and teacher. The teacher should provide support and guidance in setting up and selecting candidates to be
interviewed. Prior to this activity, teachers may survey the community to determine the number of persons in accounting-
related jobs and their support for this project.
After the students have discussed different career paths in the accounting field, students may prepare a short journal writing
explaining why they are interested in the career area they are about to investigate.
Students may proceed to develop a list of questions to collect the information they require to help them understand more
about the career area they have chosen.
The following list of questions may be included in the students' interview project.
1. What is the title of your job?
2. What are your normal duties on the job?
3. What are some of the things that you enjoy about your job?
4. Are there any things about your job that you dislike? What are those things?
5. Does your company have a dress code for employees? What is considered suitable?
6. How often is working overtime required in your job?
7. Do you have to work nights or weekends?
8. What aptitudes and abilities are needed to succeed in your career?
9. What are the post-secondary education and training requirements to enter and advance in your
career?
10. Can you give an approximate starting salary for someone just starting out in your occupation? How much does the
average person earn after five years? After ten years? What types of employee benefits, such as sick leave or dental
plans, do workers in your career usually receive?
11. Do you think the demand for workers in your career will increase or decrease over the next five years? Why?
12. What changes have you seen over the past 5-10 years in this career?
13. What are the advantages and disadvantages of entering and being in your career?
14. Is there any advice you would give to a young person just making a career choice?
After the interview session, students should summarize the information they received and draw a conclusion as to whether
they would like to work full-time in this type of career. They may also determine whether they would like to join that
organization based on their experience.
91
Assessment: Students may orally present their summarized information to the class and be prepared to answer questions.
Other means of presenting information for assessment are suitable and may be discussed with the student. Checklists or rating
scales may be used to record data collected on content and application. If the report is written, neatness, format and other
technical skills may be assessed.
Note: Journal writings may be assessed for technical skills. Content and application would not be assessed formally as
journal writings are student reflections on the area discussed. A check mark may be given to indicate the completion of this
activity.
92

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Cosmetology 10, 20, 30

Jerry Cherneski, Instructor Ron Provali, Teacher/Principal

Rose Olson, Trustee Susan Buck, SIAST

Ron Wallace, SCWEA

Debbie Ward, SSTA

• Sandra Mann seconded/contracted developer/writer, Regina RCSSD #81

Philosophy and Rationale

Aim, Goals, and Foundational Objectives

Employment Related Skills: To develop creative skills related to hair design.

Salon Management: To create an awareness of entrepreneurial ventures related to Cosmetology.

• to gain knowledge of histology as it applies to nails, hair, and skin.

Common Essential Learnings (CELs)

Course Components and Considerations

The portfolio can help the student:

The portfolio can help the teacher:

The portfolio can help the community:

The portfolio can help potential employers:

Assessment and Evaluation

Common Essential Learnings Foundational Objectives

Learning Objectives Notes

1.4A To identify and demonstrate good Define communication.

Discuss the importance of effective communication. Role-play effective oral

Demonstrate the impact positive and negative non-verbal communication

Discuss building practices.

Discuss the importance of client confidentiality. Identify other professional

Discuss ethics as it relates to the beauty salon.

Discuss the importance of hygiene/personal grooming. Brainstorm ideas for

Explain the importance of modeling hygiene and personal grooming. How

1.8A To examine ways to improve Define personality.

Role-play: 1. displaying undesirable traits 2. displaying desirable traits.

Discuss the importance that personality plays in establishing business clientele.

1.9A To explain the importance of Demonstrate good posture by modeling.

Demonstrate proper sitting and standing position.

Common Essential Learnings Foundational Objectives

Learning Objectives Notes

2.1A To create an awareness of Define bacteriology.

Discuss the disease or infection caused by each type of bacteria.

Explain reproduction of bacteria and how to inhibit bacterial growth.

Conduct a classroom experiment for collection of bacteria on implements. If

2.2A To demonstrate safe methods for Define sterilization.

Explain the different methods of sterilization. Determine why sterilization of

Discuss safety precautions when dealing with cuts or wounds.

Module 2B: Salon Housekeeping (Core)

Learning Objectives Notes

Learning Objectives Notes

Common Essential Learnings Foundational Objective(s)

Learning Objectives Notes

3.1A To describe the structure and Discuss the purpose of hair.

Discuss the purpose of the cortex and the medulla.

Identify the neutral point as 7 on the pH scale.

Determine the pH of hair.

Demonstrate the pH of products.

Perform an experiment using litmus paper or a universal indicator to test the pH

Discuss the composition and function of conditioners. Explain the various

3.7A To demonstrate draping. (COM) Demonstrate draping.

3.8A To demonstrate pre-brushing. Demonstrate pre-brushing before a shampoo.

Demonstrate procedure for shampooing hair. Discuss safety with respect to

Note: Stress the importance of following manufacturer’s instructions when