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District Name: Okanagan Skaha
District Number: 67
Developed By: Adapted by David Kalaski with permission from SD 23
Date Developed: November 1, 2010
School Name: Penticton Secondary / Princess Margaret Secondary / Summerland Secondary
Principal’s Name: Bill Bidlake / Don MacIntyre / Dave Searcy
Board/Authority Approval Date:
Board Authority Signature:
Course Name: Hairdressing
Grade Level of Course: 11A
Number of Course Credits: 4
Number of Hours of Instruction: 120 hours
Prerequisite(s): None
Special Training: N/A
Special Facility: Classroom equipped with a teaching area, lab area (*Hairstylist Stations), and public
washrooms in close proximity. (*Hair Stylist Stations should be equipped with mirrors, counter tops, electrical
outlets, hydraulic stylist chairs, shampooing sinks/chairs, portable dryer chairs, Locking cupboards for
product/supplies storage) telephone, DVD /VCR, TV, Overhead Screen, tables and chairs (to accommodate a
maximum of 18 students), appropriate regulated ventilation, full-spectrum overhead lighting, washer and dryer.
Special Equipment:
1.
Students will be expected to purchase a textbook and study guide - Salon Fundamentals ™ (Published by
Pivot Point International Inc., 1791 West Howard Street; Chicago, Illinois 60626; 1.800.886.4247)
2.
Students will be expected to purchase professional equipment (which will be required for the duration of
the entire Hairdressing Program). See list below. Cost for these may vary depending on price availability.
Professional Equipment:
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1 pair of cutting shears
1 pair thinning shears
1 cutting cape
2 cutting combs
1 styling steel lift comb
1 styling brush
1 vent brush
1 large round brush
1 comb-out brush
6 large clips 1 box small clips
1 long-haired mannequins
2 boxes
pins
bobby
Organizational Structure:
The Hairdressing Program is comprised of seven courses and is delivered by a post-secondary partner through
the district ACE IT initiative. Students will participate in the Hairdressing Program during their grade 11 or 12
year. Students will be enrolled in the Hairdressing Program full time for two school semesters. Students
enrolled in this program must also complete all other grade 11 and 12 academic course BC Ministry of
Education graduation requirements.
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
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Course Synopsis:
Introduction to Hairdressing (Theory) – [H11A] is the first of a seven courses in a two-year,
comprehensive ACE IT Hairdressing Program designed for grades eleven and twelve students who have a
serious interest in exploring hairdressing as a viable career choice. Upon successful completion of the six
learning units of H11A, students will have a firm grounding in the theory of basic hairdressing
fundamentals including: establishing a professional image; salon ecology (hygiene, bacteriology and
sanitation); hair services (with an emphasis on draping and performing shampooing/ conditioning/scalp
massage); introduction to hair cutting; hair design decisions (facial analysis); and introduction to hair
styling including curl formation using blow-drying, irons, and rollers and basic comb-out styles.
Unit
Title: Introduction to Hairdressing (Theory) – [H11A]
Time
Unit 1
Establishing a Professional Image
20 hours
Unit 2
Salon Ecology (Hygiene, Bacteriology, and Sanitation)
20 hours
Unit 3
Hair Services
15 hours
Unit 4
Introduction to Haircutting
25 hours
Unit 5
Hair Design Decisions
20 hours
Unit 6
Introduction to Hairstyling
20 hours
Total Hours
120 hours
Introduction to Hairdressing (Theory) – [H11A]
LEARNING UNIT DESCRIPTION
Unit 1:
Establishing a Professional Image
Overview: In this unit students will learn how to develop a healthy body and mind. They will also
understand that by developing positive human relations they will establish a successful professional image (in
general, and specific to hairdressing).
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
2
3
Section 1A
“Creating a Healthy Body and Mind”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Identify the contributing factors of regular exercise, proper nutrition, and sufficient rest and relaxation
in helping establish a healthy body and mind
 Identify the value of creating a healthy body and mind to enhance one’s professional image
 Explain personal hygiene
 Explain public hygiene
 Define the role that ergonomics plays in helping prevent injury within the hairdressing profession
Section 1B
“Human Relations within the Hair Service Industry”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Identify the role that attitude, habits, and personality plays in establishing and maintaining positive
human relations
 Identify and explain their own positive and negative attitudes, habits and personality traits
 Explain how teamwork and cooperation can contribute to a Salon environment
 Explain Professional Ethics (within the hairdressing profession)
Section 1C
“Effective Communication”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Unit 2:
Identify the ways in which people communicate
Identify their own personal style of communication (both effective and ineffective)
Understand the role that effective communication plays in the hairdressing profession
Salon Ecology
Overview: In this unit students will be able to define bacteria and viruses, explain their growth, and
describe how to stop the spread of infection from bacteria and viruses within a salon setting.
Section 2A
“Salon Microbiology”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Define, classify, and describe the growth and reproductive patterns of bacteria
 Define, classify, and describe the growth and reproductive patterns of viruses
 Describe the differences and similarities between bacteria and viruses
 Describe and identify some common external parasites (found on human heads and scalp)
 Explain the terms immunity – active, passive
Section 2B
“Salon Infection Control”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Describe how bacteria and viruses are spread within a salon environment
 Explain how to stop the spread of infection using sanitation practices (within a salon environment)
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
3
4
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Section 2C
Explain how to stop the spread of infection using effective disinfection practices (within a salon
environment)
Explain how to stop the spread infection using effective sterilization practices (within a salon
environment)
Describe the present BC Worker’s Compensation Infection Control Guidelines
“Basic First Aid”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Explain the “Good Samaritan Act”
 Describe the role the “Good Samaritan Act” plays in encouraging people to help others in emergency
situations
 Explain the basic first aid procedures regarding (minor cuts and burns, choking, fainting and eye
injuries)
 Explain when a medical alert situations requires a call 9-1-1 for emergency situations
Unit 3:
Wet Hair Services
Overview: In this unit students will learn proper client preparation and draping procedures when
providing professional services such as shampooing, conditioning, and scalp massage; understand the
proper procedures for doing a client hair and scalp analysis; understand client Safety Procedures;
identify the steps required to complete a scalp massage on a client
Section 3A
“Client Preparation”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Explain the correct work station set up Haircutting
 Explain the correct draping procedure for Shampooing
 Explain the correct draping procedure for Haircutting
 Explain the correct draping procedure for Blow Drying
Section 3B
“Hair and Scalp Analysis”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Identify the purpose of a Hair and Scalp analysis
 Identify the action to be taken if the scalp is irritated
 Identify the action to be taken if the scalp has abrasions
 Identify the action to be taken is the hair is badly damaged
 Identify the action to be taken if a communicable disease is suspected
Section 3C “Safety Procedures”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Identify the immediate action to be taken if Shampoo or Conditioner enter the clients eyes
 Identify the immediate action to be take if a clients skin is cut
 Identify the safety precautions for protecting the client in:
1. Draping
2. Shampooing
3. Cutting
4. Blow Drying
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
4
5
Section 3D
“Shampooing, Rinsing and Conditioning”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Identify the importance of soft water in a salon
 Identify the composition and action for normal shampoo and conditioners
 Identify the composition and action of colour treated shampoo and conditioners
 Identify the composition and action of shampoo and conditioners for damage hair
 Identify the composition and action of shampoo and conditioners for lightened Hair
 Identify the composition and action of shampoo for dandruff
Section 3E
“Scalp Massage”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Understand the basic requisite for a healthy scalp
Understand the purpose of a scalp treatment
List four reasons why a scalp treatment is beneficial
Identify the muscles of the head and neck
Identify the blood vessels of the head and neck
Identify the bones of the head and neck
Unit 4:
Introduction to Haircutting
Overview: In this unit, students are able to identify the different parts of hair cutting scissors and
thinning shears, and be able to refer to them consistently using correct terminology. Students will also
be able to identify the most effective comb to use in a given haircutting situation. In addition, students
will be able to successfully explain the four basic hair cuts: a solid form cut without a fringe; a solid form
cut with an increased layered fringe; an increased layered cut; and a uniform layered cut.
Section 4A
“Tool Identification”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Section 4B
Identify the different parts of hair shears
Identify the different parts of thinning shears
Identify the different parts of clippers and edgers
Identify styling combs, wide-tooth combs, barber combs, and tail comb
Identify the different parts of clippers
“Hair Sectioning”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Explain a four section parting
Explain a five section parting
Explain a bang section parting
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
5
6
Section 4C
“Guide Lines”
Learning Outcomes:
It is expected that the students will be able to successfully:
 Identify the importance of a guide line
 Explain an exterior guide line
 Explain an interior guide line
 Explain a stationary or stable guide line
 Explain a travelling or moving guide line
 Identify the importance of the client’s head position in relation to haircutting
Section 4D
“Basics of Haircutting”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Unit 5:
Identify an increased layered Cut
Identify a solid form cut
Identify a uniform layered cut
Identify a Weight Line in relation to Haircutting
Identify the relationship between elevation and Haircutting
Identify Tension in relation to Haircutting
Identify the general rules for cutting hair wet
Identify the general rules for cutting hair dry
Hair Design Decisions
Overview: In this unit students will learn the Properties, Laws and Concepts of Hair Cutting (including scalp
and hair analysis). They will also be able to identify facial shapes, and the relationships between head and
body proportions. In addition, they will understand the importance of a thorough and effective Client
Consultation when making design decisions.
Section 5A
“Properties, Laws and Concepts of Hair Cutting “
Learning Outcomes:
It is expected that the students will be able to successfully:
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Identify procedures for a Hair and Scalp Analysis
Identify the importance of a client consultation prior to haircutting.
Define direction of hair growth
Identify the different hair strand shapes
Define condition of the hair
Define texture of hair
Define porosity of hair
Define elasticity of hair
Section 5B
“Client Consultation”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Define the relationship of body proportion to hair design
Define the relationship of head proportion to hair design
Define the relationship of facial shapes to hair design
Identify seven facial shapes
Define Symmetrical and Asymmetrical Balance in relationship to hair design
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
6
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Identify the relationship of facial profiles to hair design
On a model, using a checklist, the learner will identify from a consultation the needs of the client in relation
to Haircutting
Unit 6:
Introduction to Hairstyling
Overview: In this unit students will understand basic blow drying and thermal waving techniques; basic
roller setting; simple long-hair styling techniques; and safety precautions regarding hairstyling services
on clients.
Section 6A
“Basic of Blow drying and Thermal Waving”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Section 6B
Define the purpose of Blow Drying
Explain the correct use of implements used in Blow Drying
Explain the correct techniques used in blow drying
Define the purpose of Thermal Waving
Explain the correct styling techniques needed when using a Curling Iron
“Basics of Roller Setting”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Explain the procedure for parting the hair
Explain the procedure for moulding or shaping the hair
Explain the correct placement of rollers for an on base, off base and half base roller and describe their
effects.
Explain the use of implements in a comb out
Explain the procedure for brushing after curl formation
Explain the techniques for creating volume and finish in a comb out
Section 6C
“Long Hair Styling”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Understand the fundamentals in relation to long hair styling
Identify three different types of braids
Identify three different types of evening hairstyles.
Section 6D
“Safety Precautions (Hairstyling)”
Learning Outcomes:
It is expected that the students will be able to successfully:
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Explain the correct safety precautions used when blow drying
Understand the correct safety precautions used with curling iron
Identify the correct safety precautions needed when doing a roller set and comb out
Explain the correct clean up procedure in relation to a hair styling service.
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
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Teacher’s Support Material:
1.
A Resource for Your Cosmetology Career – Teaching Binder and Teaching DVD/video collection.
Published by Pivot Point International Inc., 1791 West Howard Street; Chicago, Illinois 60626;
1.800.886.4247
Assessment Component:
At the completion of each section, students must successfully achieve 75% or higher on a written exam.
Students will also be assessed on their daily participation of the learning activities described in the six learning:
Establishing a Professional Image; Salon Ecology (Hygiene, Bacteriology, and Sanitation); Introduction to Hair
Services; Introduction to Haircutting; Hair Design Decisions; Introduction to Hairstyling.
Students will be required to complete all assigned Readings from Salon Fundamentals ™Textbook and all assigned
Salon Fundamentals ™ Study Guide Activities
Student Learning Resources:
1.
Salon Fundamentals ™: Student Study Guide; Student Textbook; Teacher’s Support Material (A
Resource for Your Cosmetology Career - Teaching DVD/video collection). Published by Pivot Point
International Inc., 1791 West Howard Street; Chicago, Illinois 60626; 1.800.886.4247
2.
“The Keys To Creating a Successful Professional Image as a Hairdresser”; Effective Communication
Unit; Arlene Currie, Kelowna, BC, Canada.
Instructional Component:
Instruction will consist of: interactive lectures, practical demonstrations (within a salon situation using mannequins
and live models and/or clients; viewing of related videos; note-taking; related discussion (such as personal
testimonials and questioning; guest speaker(s); and individual and group projects (to promote learning connections).
Additional Information:
Note: The majority of this curriculum was extracted from curriculum provided for membership use by the
Cosmetology Industry Association of British Columbia’s (CIABC) regarding: Hair Colouring, Haircutting, Blow
Dry, Hairstyling and Permanent Waving, (December, 2004)
BAA [Hairdressing 11A] Framework (resourced from CIABC curriculum)
Arlene Currie, 2005
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