Hair and Beauty Diploma Level 1 Assessment Delivery Resource

UNIT 1 Introducing the hair and beauty sector
Level 1 Foundation Diploma
Unit 1 Introducing the

hair and beauty sector
Unit overview
30 Guided learning hours
Learning outcomes
LO1: Know the key aspects of the
UK hair and beauty sector
LO2: Know the role and influence of the
hair and beauty sector
LO3: Know the services and treatments typically
offered by the hair and beauty sector
Resources provided:
Sample scheme of work page 000
Overview of activities page 000
Activities page 000
Sample assessment page 000
PowerPoint presentation on CD-ROM
© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.
VTCT_foundationUnit1_Hair&Beauty1 1 27/4/09 09:56:27

Level 1 Foundation Diploma UNIT 1 Introducing the hair and beauty sector
Unit 1 Introducing the hair and beauty sector

Sample scheme of work

Guided learning hours (GLH): 30
Structure of delivery: This is a suggested guide for delivery of this unit and the activities.
External visit and write-up – 6 hours
Theory sessions – 20 hours
Input from specialists and write-up – 3 hours
External assessment – 1 hour
GLH Content Possible activities Resources
Session 1: Describing the Whole-class teaching Copies of unit

4 GLH six industries • Introduce the unit aims and objectives. overview
(hairdressing, • Lead a question-and-answer session to secure and learning
barbering, African understanding of the session and help sort out outcomes
Caribbean, spa any concerns. from the
therapy, nail VTCT Diploma
services and beauty Paired work in Hair and
therapy) within the (ideally six pairs – one for each industry listed) Beauty Studies
UK hair and beauty • A
sk pairs to research a chosen industry within specification
sector. the sector in order to produce an informative PowerPoint
5-minute presentation the rest of the class. The presentation 1
presentation should give a heading and include
information on: Smart
− the industry itself whiteboard
(i.e. the service it provides) Flipchart paper
− c lient type (age, gender, wealth, ethnic origin, and pens
lifestyle, etc.) ICT facilities
− e
nvironment in which the industry is practised including
(e.g. salons, hotels, cruise ships). PowerPoint and
Internet access
This basic research task can also be undertaken as
an individual activity or a small group activity (two Access to books,
or three per group), as below. magazines and
videos/DVDs/TV
Individual work programmes
• Learners research the six industries and produce about the hair
a description for each that includes the same and beauty
elements as the presentation above. sector
Group work
• Each group researches two industries and produces
a poster for future reference, to include the same
elements as the presentation above.
Whole-class teaching
Revisit the aims and objectives using question-and-
answer two-way feedback, checking that these
have been met. If they haven’t, note necessary
areas for development/recap next session.

UNIT 1 Introducing the hair and beauty sector Level 1 Foundation Diploma
Session Knowing the Whole-class teaching Activity sheet 1.2

2: 1 GLH economic • Introduce the unit aims and objectives. Internet access
contribution, size, • Consider learners’ prior knowledge and
scope, geography experience on topics.
and development • Lead a question-and-answer session to secure
of the hair and understanding of the session and help sort out
beauty sector. any concerns.
Individual work
• Learners complete the text in Activity 1.2 by
filling in the gaps from a selection of words. A
full version of the text, with gap-fill words in
bold, is given on an activity answer sheet (page
000).
Individual/paired activity
• Learners visit the Habia, Wella and Spa Business
Association websites (via Hotlinks, see page
000) to research information.
Session Knowing the role Whole-class teaching Activity sheet 1.3

3: 4 GLH and influence • Introduce the unit aims and objectives. Folder for
of the hair and • Consider learners’ prior knowledge and portfolio
beauty trade experience on topics. building
and professional • Lead a question-and-answer session to secure
organisations Magazines
understanding of the session and help sort out
within the UK any concerns. Internet access
sector.
• Hand out Activity 1.3 and quickly run through it TV/video/
with learners. Ask them to complete task 1. DVD clips of
Individual work advertisements
• Ask learners to work on task 3 of Activity 1.3 Internet access
to build a portfolio of adverts for five hair and
beauty product and services, and then explain
how two of these influence hair and beauty
industry.
• Check spelling and grammar for accuracy.

Session Making links Whole-class teaching Travel/trip

4: 6 GLH between the hair • Introduce the unit aims and objectives. documentation
and beauty sector • Consider learners’ prior knowledge and Activity sheet 1.4
and fashion, experience on topics.
retail, sports Notebooks
• Lead a question-and-answer session to secure
therapy, health, and pens; you
complementary could also
any concerns.
and alternative use recording
medicine, Whole-class outing/teaching devices such as
paramedical • Arrange a visit to a shopping mall (with cinema Dictaphones if
treatments, and complex if possible), to see a wide range of available
media (film, retail and public service facilities. Ask learners Whiteboard or
theatre and TV) to use Activity sheet 1.4 to note what they have flipchart
seen and to jot down the role and influence of
hair and beauty sector on fashion, retail and Internet access
media within venue. for ‘virtual’ tour
• Back in class, pool findings and thoughts from if group visit not
learners. Compile a class diagram to show possible
where and how links to the hair and beauty Magazines
sector are made. Learners should be asked to
Clips from DVDs
copy final diagram.
showing adverts
• Alternatively, plan a virtual visit using Internet
resources, magazines and DVDs of relevant
materials to enable learners to complete their
checklists.
Session Making links Prior to the session Activity sheet 1.5

5: 3 GLH between the You will need to contact a local further education If possible, video
industries that college or local practitioners for specialist input or recording of
make up the on sports therapy, remedial/camouflage make-up, specialist talks
hair and beauty and complementary and alternative medicine. You for reference.
sector and sports will then need to arrange date, time and venue
therapy, remedial when these specialists can talk to your learners. The Any background
make-up, and Changing Faces and Contact Research Council for information
complementary Complementary Medicine websites, which you can on the three
and alternative access via Hotlinks (see page 000), may also prove specialist areas
medicine. useful. and handouts
that the
Whole-class teaching speakers may
• Introduce the unit aims and objectives. bring along.
• Consider learners’ prior knowledge and
experience on topics.
any concerns.

Session • s pecialists will make clear links between their

5: 3 GLH sector and the industries within the hair and
(Continued)
beauty sector.
• At the end of the talks, explain to learners that
this information will form the basis of their
next task, as outlined on Activity sheet 1.6.
• Revisit the aims and objectives using question-
and-answer two-way feedback, checking that
these have been met. If they haven’t, note
necessary areas for development/recap next
session.
Sessions Planning a Whole-class teaching Activity sheets

6–8: 9 presentation • Introduce the unit aims and objectives. 1.5 and 1.6
GLH (3 to deliver to a • Consider learners’ prior knowledge and Other notes and
hours per specialist in one of experience on topics. handouts from
session) the following: • Lead a question-and-answer session to secure session 5
• sports therapy understanding of the session and help sort out
Text books
• remedial any concerns.
make-up • Remind learners that Activity 1.6 is a large If made, film
• complementary chunk of work spanning three x 3-hour sessions, or audio of
and alternative culminating in a presentation to a specialist in specialists’
medicine. the related industry they have chosen to cover. presentations
Pairs/small groups work Access to ICT
• Hand out Activity sheet 1.6. Ask learners to facilities and the
choose one of the industries that was presented Internet
by specialists in Session 5. Explain that they will
need to research all aspects for providing one
particular treatment/service in their chosen
industry, e.g. for sports therapy it could be a
massage treatment.
• Learners work over a number of hours to
prepare to pitch their service idea to the
specialists from session 5, with the specialists
providing feedback.
• At the end of each session revisit the aims and
objectives using question-and-answer two-
way feedback, checking that these are being
met. If they aren’t, note necessary areas for
development/recap next session.

Session Completing a This session comprises a series of activities that Activity sheets
9: 3 GLH series of activities consolidate terminology, language and basic facts 1.8–1.10
to consolidate about the hair and beauty sector as outlined in this Pens
terminology, unit.
language and Paper
Read through Activity sheets 1.8–1.10 before you
basic background hand them out and, for each one, decide on the Whiteboard and
information about best way to run the activity – individually, as paired marker pens
the hair and work, in small groups, in small competitive teams,
beauty sector. or as a whole class. These sheets can be adapted to
fit any of these combinations.
• Introduce the unit aims and objectives.
• Consider learners’ prior knowledge and
experience on topics.
any concerns.
• At the end of the session revisit the aims and
objectives using question-and-answer two-way
feedback, checking that these were met. If
possible, allow time to deal with any queries
and concerns that may have cropped up during
the unit as a whole. You could also ask one
or two volunteer learners to highlight things
they have found easier to achieve, and things
they have found harder to achieve as a way of
getting into a general debate about the unit.

Unit 1 Introducing the hair and beauty sector

Overview of activities
Links to
Activity Notes Links to PLTS
functional skills
1.1 Introducing the Introduce learners to the Diploma English Independent

hair and beauty in Hair and Beauty Studies using • Speaking and enquirers
sector PowerPoint presentation 1. listening Creative
Depending on class/group/individual • Reading thinkers
Team workers
dynamics, undertake a research activity ICT Effective
in pairs, individually or as small group • Use ICT systems participators
work. • Find and select
Use the notes on Activity sheet 1.1 for information
guidance. • Develop, present
and communicate
information
1.2 E
conomic Ask learners to undertake the gap-fill English Independent
contribution, activity (with answer guide for tutors) to • Speaking and enquirers
size, scope, establish a background to the hair and listening Creative
geography and beauty sector. • Reading thinkers
development Ask individual or pairs to look at some • Writing
of the hair and Reflective
sector websites to provide additional ICT
beauty sector learners
information.
• Use ICT systems Effective
This activity would suit confident, • Find and select participators
independent learners with good ICT information
skills. It could be used as an extension • Develop, present
activity for high-level learners. and communicate
information
1.3 T
he role and Ask learners to undertake a research English Independent
influence activity to establish the meaning of a • Speaking and enquirers
of the hair number of abbreviations commonly listening Creative
and beauty found in the hair and beauty sector. An • Reading thinkers
trade and Internet search will bring up most of
professional information needed. Text books may also ICT Effective
organisations be of use. • Use ICT systems participators
within the UK • Find and select
Guide learners to help them understand
sector information
how adverts could influence the hair and
beauty sector. A spider diagram, which • Develop, present
you could model on the board or on and communicate
OHT, could aid understanding. Place an information
example advert in middle and surround
with who and how it could influence
– i.e. advert may spark demand from
public for service/product; stock needs
to be purchased to supply service; staff
may need up-skilling; salon promotion of
service/product, etc.

Links to
functional skills
1.4 L inks between Arrange a group visit to the shopping English Creative
the hair and mall (with cinema complex if possible) • Speaking and thinkers
beauty sector and show learners examples of how, and listening Reflective
and fashion, where, the links occur. • Reading learners
retail, sports Encourage learners to identify links and • Writing
therapy, Effective
complete the checklist. This information
health, participators
can then be used as a group discussion
complementary activity and to build the group diagram.
and alternative
medicine, If you wish, and if it’s more practical,
paramedical you could use a ‘virtual’ shopping mall
treatments, along with magazines and promotional
and media film clips (which can usually be found at
(film, theatre the start of DVDs) to identify links.
and TV)
1.5 L inks to You will need to do some advance English Creative

related sectors planning for this activity. • Speaking and thinkers
of the hair First of all, read through Activity sheets lis|tening Reflective
and beauty 1.5 and 1.6. • Reading learners
industries (1) • Writing Effective
Then make contact with the subject
specialists to ensure they fully participators
understand what is required of them,
and to arrange a time/date/venue for
the talks. You may even like to set up
a meeting in advance to run through
these things.
The specialists will obviously need copies
of Activity sheets 1.5 and 1.6, too, so
they can plan their talk to fit in with
the longer activity on 1.6. It is important
you give them a clear idea of purpose
of their talk and ask them to keep it
accurate, interesting and straight to the
point, with the inclusion of scenarios
and reference material/examples/
samples, etc. Handouts need to be clear
with useful information for learners to
refer to for their next activity.
You will also need to arrange with
specialists a future visit so that they can
watch and comment on the learners’
own presentations.

Links to
functional skills
1.6 L inks to Make sure you are familiar with the English Independent
related sectors contents of Activity sheet 1.6 before you • Speaking and enquirers
of the hair hand it out to learners and ask them to listening Creative
and beauty complete the tasks. This activity has an • Reading thinkers
industries (2) allocation of 9 guided learning hours • Writing
and will take place over three x 3-hour Reflective
sessions (sessions 6, 7 and 8). ICT learners Team
• Use ICT systems workers
Your learners may need access to
PowerPoint or other ICT facilities for • Find and select Self-managers
their final presentations, so ensure they information
Effective
are available. (A rota for who uses what • Develop, present
participators
and when may be useful here.) and communicate
information
Encourage learners to practise prior
to delivering their final presentation.
Identify any good practice points
from the presentations they watched
from the specialists and encourage
them to consider these in their own
presentations. Identify any poor practice
points from the presentations they
watched and discuss why they were not
effective.
You will also need to identify with
the subject specialists the key points
they will be looking for in learners’
presentations and why. Learners
can then use this information when
planning their own presentations.
1.7 T
he meaning Ask learners to use Activity sheet 1.7 to English Independent
and use of match services to the correct industry • Speaking and enquirers
basic hair heading. (An answer sheet has been listening Creative
and beauty prepared for you on page 000.) • Reading thinkers
terminology (1) This activity can be repeated several • Writing
Reflective
times and can also be done as a timed
learners Team
activity or team activity to engage
workers
learners.
Effective
When learners are confident they know
participators
the correct location, these sheets can be
kept for future reference.
Tutors/teachers/practitioners may want
to make a laminated set of grids and
words to put in the gaps to use with
different groups of learners and for
revision purposes.

Links to
functional skills
1.8 T
he meaning Learners complete a crossword English Independent
and use of containing a range of hair and beauty • Speaking and enquirers
basic hair terminology. An answer guide is listening Creative
and beauty provided on a separate sheet. • Reading thinkers
terminology (2) • Writing
Reflective
learners Team
workers
Effective
participators
1.9 K
ey consumer Read the complete text to learners English Independent
and retail before you hand out Activity sheet • Speaking and enquirers
legislation: 1.9. This text then becomes a gap-fill listening Creative
Data Protection exercise which learners can complete on • Reading thinkers
Act their own, in pairs, in small groups or • Writing
even in teams – as you see fit. Reflective
learners Team
Explain, before they undertake the
workers
gap-fill exercise, that they do not
need to understand all elements of Effective
the legislation. That said, they must participators
have a good understanding of why
this legislation is important to the
hair and beauty sector and what they,
as (potential) employees, must do to
uphold this.
The gap-fill activity can be repeated as
necessary, with less reference to the full
text each time the activity is attempted.
1.10 E
nd-of-unit Divide learners into a number of teams English Independent
quiz and explain that they are about to • Speaking and enquirers
complete a quiz containing a series of listening Creative
questions relating to hair and beauty • Reading thinkers
technical terminology. • Writing
Reflective
Assign teams a colour (blue team, red
learners Team
team, etc.) and pick a scribe, who will
workers
note down the answer on a sheet of A4
paper. Ask the scribe to write down the Effective
left-hand side of the paper the numbers participators
1 to 20.
Read out the questions from your sheet
(and question number) and allow a
few seconds for learners to jot down
answers. The answers are given in
square brackets.
At the end of the quiz, you could ask
teams to swap papers and mark.
10 © Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

Session 1
Activity 1.1
Key aspects of the UK hair and beauty sector
This sheet is for tutors/teachers/practitioners only.
1. Introduce the class to the Foundation Diploma in Hair and Beauty Studies using PowerPoint
presentation 1. Run through, and briefly describe, the six industries of the hair and beauty sector
(hairdressing, barbering, African Caribbean, spa therapy, nail services and beauty therapy),
with which learners need to become thoroughly familiar.
2. G
ive learners enough time to read through the learning outcomes for Unit 1. Then lead a question-and-
answer session to identify any issues and queries, helping to resolve them.
3. S
ession 1 will help you to view group dynamics and individual characters – important for the activity type
you decide on. Look at the scheme of work for this session (page 000), which contains one activity that
can be adapted to individual, paired or group/team/class) work. Depending on class/group dynamics,
you may need to incorporate each type to accommodate different learning styles and abilities. Whole-
class activities may not be advisable at this point if there are strong or dominant personalities within the
group, unless these learners can be used as group leaders to motivate others. Quieter types may need
moral support to cope with new learning experiences.
Undertaking an activity for this session

Individual Pairs Small groups
(suitable for independent and (suitable for more capable and (suitable for learners needing
capable learners) confident learners) moral support and with lower
– work could be produced using: academic skills)
– w
ork could be produced in the
form of: • flipcharts – work could be produced in the
form of:
• short descriptive paragraphs • smart whiteboards
• short descriptive paragraphs • PowerPoint • descriptions and images.
with image/s. • ICT-generated handouts.
Whichever activity type you use, learners should include

the following four key points in their final piece of work:
• heading
• industry focus (what services does it provide?)
• client type (age/gender/wealth/ethnic origin/lifestyle, etc.)
• environment in which this industry is practised (salons/hotels/ships etc.).
© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free. 11

Session 2
Activity 1.2
Economic contribution, size, scope, geography
and development of the hair and beauty sector
Name: Group or class:
Using the words from the box below, complete the gaps in this information sheet.
The hair and beauty __________ is divided into __________ separate industries: hairdressing, barbering,
__________ Caribbean, spa therapy, nail services and __________ __________ . Each of these
industries provides a range of __________ .
In 2006 consumers spent £5.25 billion in hairdressing salons and personal grooming establishments. In
2007 the hair and beauty sector employed 245,795 people. This was 0.87 per cent of the total people in
work in the UK.
Hair and beauty businesses are found across the __________ . England has the __________ number
of people employed in the sector. The north-west and the south-east of England have a higher amount of
hair and beauty businesses. Scotland has a lower proportion of people employed in the sector. Wales and
Northern Ireland have the __________ proportion of people working in sector.
The range of self-employed in the sector includes salon-based owners, owner-managers, partners, chair
renters in hair salons and barbers, and freelance and __________ __________ .
Some 90 per cent of people working in the hair and beauty sector are __________ , with only 10 per cent
male. Of the people who are self-employed workers, almost 15 per cent are men.
Many people aged 16–24 work in the hair and beauty sector. The workforce is mainly from __________
ethnic groups (93 per cent) and this is much the same as general employment across the UK (91 per cent).
More than half the workforce is made up of employees (57.8 per cent) and the remainder (42.2 per cent)
are __________ . This is three times more than the all-UK workforce of people who are self-employed.
There is a __________ influence from the fashion industry for people to look younger. There has been
a __________ __________ in the hair and beauty sector since 1995. There are now more specialised
services available such as nail services, spa therapies and men’s __________ . There is also more
information, advertising and __________ about complementary and alternative __________ and
cosmetic enhancements.
sector self-employed female UK strong white publicity beauty therapy continued growth
medicine highest African mobile workers smallest grooming services six

Session 2
Activity 1.2
Answer sheet Economic contribution, size, scope, geography
and development of the hair and beauty sector
This answer sheet is for tutors/teachers/practitioners only.
It is a completed version of the text on Activity sheet 1.2.
The gap-fill words appear in bold.
The hair and beauty sector is divided into six separate industries: hairdressing, barbering, African
Caribbean, spa therapy, nail services and beauty therapy . Each of these industries provides a range of
services.
In 2006 consumers spent £5.25 billion in hairdressing salons and personal grooming establishments. In
2007 the hair and beauty sector employed 245,795 people. This was 0.87 per cent of the total people in
work in the UK.
Hair and beauty businesses are found across the UK. England has the highest number of people employed
in the sector. The north-west and the south-east of England have a higher amount of hair and beauty
businesses. Scotland has a lower proportion of people employed in the sector. Wales and Northern Ireland
have the smallest proportion of people working in sector.
The range of self-employed in the sector includes salon-based owners, owner-managers, partners, chair
renters in hair salons and barbers, and freelance and mobile workers.
Some 90 per cent of people working in the hair and beauty sector are female, with only 10 per cent male.
Of the people who are self-employed workers, almost 15 per cent are men.
Many people aged 16–24 work in the hair and beauty sector. The workforce is mainly from white ethnic
groups (93 per cent) and this is much the same as general employment across the UK (91 per cent).
More than half the workforce is made up of employees (57.8 per cent) and the remainder (42.2 per cent)
are self-employed. This is three times more than the all-UK workforce of people who are self-employed.
There is a strong influence from the fashion industry for people to look younger. There has been a
continued growth in the hair and beauty sector since 1995. There are now more specialised services
available such as nail services, spa therapies and men’s grooming. There is also more information,
advertising and publicity about complementary and alternative medicine and cosmetic enhancements.

Session 3
Activity 1.3
The role and influence of the hair and beauty trade
and professional organisations within the UK sector
1 Look at the eight abbreviations below. Alongside them write the correct full name for each of these
hair and beauty organisations. You could use the Internet to help you find your answers
NHF
SpaBa
HC
FHT
Habia
IoT
ANT
FHBH
2 Identify which of the organisations above is the government approved standards setting body for hair,
beauty, nails and spa. Put a tick alongside.
3 You will be asked to gather advertisements together in a portfolio. Make a note below of advertisements
for five different hair and beauty products or services. Then choose two of these and explain how they
could influence the hair and beauty industry.
Advertiser Product Influence on hair and beauty industry
4 N
ame one legal organisation that supports the hair and beauty sector.
You could use the Internet to help you find your answers.

Session 4
Activity 1.4
Links between the hair and beauty sector and fashion, retail, sports
therapy, health, complementary and alternative medicine, paramedical
treatments, and media (film, theatre and TV)
Note T
o complete this activity you will need to visit a shopping mall (with a
cinema complex if possible). This may be arranged by your tutor/teacher/
practitioner as a group activity or you may be asked to do it independently.
Take the checklist below with you. Fill in the tick boxes as you walk around and remember to look for any
links between hair and beauty and fashion, retail and media.
Your completed checklist will be compared and discussed with other learners and your findings will be used
to create a class diagram. The diagram will show if, and how, each area links to the hair and beauty sector.
You will copy the diagram for your own reference.
Checklist for visit to shopping mall Tick the box if you see any of these things.
Negative posters/promotions about hair products
Positive posters/promotions advertising beauty products
Negative posters/promotions about beauty products
Positive posters/promotions advertising health/health products
Negative posters/promotions advertising health/health products
Positive posters/promotions advertising fashion items
Negative posters/promotions about fashion
Promotions in stores advertising new products for hair
Promotions in stores advertising new beauty products
Promotions in stores advertising new health products
Promotions in stores advertising new fashion items
Promotions in stores advertising new ‘looks’/new season styles
Posters/promotions for ‘latest colours’ (hair, beauty or fashion)
Glamorous posters/promotions advertising film or pop stars
Drab posters/promotions advertising film or pop stars
Famous film or pop stars advertising products or fashion items
Links to fashion through films/videos/makeup products
Items/products advertised using glamorous models
Items/products advertised using unkempt models
(no makeup/dry, dull looking hair, out of date dress style)

Session 5
Activity 1.5
Links to related sectors of the hair and beauty industries (1)
1 You are about to listen to three talks from people who specialise in:
• sports therapy
• remedial make-up
• complementary and alternative medicine.
As you listen, make notes on the key points. Then read any handouts you may be given. Your tutor/teacher/
practitioner may even record or film the talks so that you can listen to the information again.
2 K
eep hold of all the information you have gathered to put together
your own presentation in the next session.

Sessions 6–8
Activity 1.6
Links to related sectors of the hair and beauty industries (2)
2. N
ow put together all your research information
Note: y ou will carry out this activity over three
in a suitable format to present to one of the
3-hour sessions, giving you nine hours in
specialists from session 5. When preparing your
total to complete it.
presentation consider the following questions.
For this activity, work either in pairs or small Where will you do your presentation?
groups, as directed. Consider room type and facilities available
1. Take a look at Activity sheet 1.5 to remind (ICT, video link, e-communications, etc.)
yourself of the presentations you saw.
a. Identify one of the specialist services (sports
therapy, remedial make-up, or complementary
and alternative medicine) that interests you.
(Circle it here to remind yourself.)
b. Research to identify a range of treatments
provided by this specialist service. Who is your target audience? Remember to
(Make notes on your findings and keep them use the correct technical terms/images when
safe.) presenting to the specialist.
c. C
hoose one of these treatments for an in-
depth study and presentation.
Then research and identify the following.
Who might use this treatment and why. Have you prepared handouts or information
sheets to help your audience understand your
Where you might offer this explanations/descriptions? For example, you
treatment and why. could include an image of your logo or ‘name’ of
your service, plus your ‘mission’.
Any governing bodies that you would need
to liaise with if you were providing this Yes No
treatment. How will you make your presentation flow?
Remember to lead logically from one point to
How your treatment is linked to any of the
another. Have you discussed this with others in
six industries within the hair and beauty
your group?
sector.
Yes No
A basic price structure for your treatment.
How long will your presentation take?
A suitable up-to-date and ‘catchy’ name Hours Mins
for your treatment.
3. W
ith your tutor/teacher/practitioner and group
members, review the feedback from the specialist
on your presentation.

Session 9
Activity 1.7
The meaning and use of basic hair and beauty terminology (1)
Use the words and descriptions at the end of this page to fill in the blank spaces in the table below.
African
Beauty
Hairdressing Spa therapy Nail services Caribbean Barbering
therapy
hair
Description Shampooing, Providing Providing
cutting, massage the standard
colouring and treatments hairdressing
styling of hair and services and
hydrotherapy relaxing and
extension
services
Services Shampooing Eye Pedicure Nail repair Shampooing Cutting

provided Colouring treatments Nail cutting Relaxing Styling
by each Facials Colouring
industry
• T
reatments to the face, nails • Nail enhancements • Hair extensions
and eyes • Manicures, pedicures, nail • Providing the standard
• Massage treatments repair and enhancements and hairdressing services plus
• Make-up creating artistic designs shaving and Indian head
• Styling • Shaving massage
• Shampooing • Indian head massage • Nail treatments
• Lashes • Hair removal • Cutting
• Hydrotherapy • Nail art • Manicure

Session 9
Activity 1.8
The meaning and use of basic hair and beauty terminology (2)
Use the clues below to help you complete this crossword.
2 3
4 5 6 7
8 9
10
11
12
13 14 15
16
17
18
ACROSS DOWN
2. artistic designs applied to nails 1. a method of hair removal
6. personal protective equipment 3. uncurling the curls?
8. highlighting is one method of this service 4. spreading infection from one person to another
11. making something clean and hygienic 5. chemical liquid which destroys bacteria
13. shortening the hair 7. treatments to take care of the feet
14. mending the nails after damage 9. treatments to take care of the hands
16. a potentially infectious condition 10. full-body m_ _ _ _ _ _
17. making sure something is free from bacteria and other 12. a service provided by beauty therapists
living micro-organisms 15. these false ones are used in the beauty industry -
18. massage treatment for the head, used in barbering

Session 9
Activity 1.8
Answer sheet The meaning and use of
basic hair and beauty terminology (2)
Tutor/teacher/practitioner sheet only: below are the answers to the clues for the crossword in Activity 1.8.
w
n a i l a r t
x e c d p p e
i c o l o u r i n g i e m
n a o s m d a
g x s a n i t i s a t i o n
f i s n s c i
a n i f s u c
c u t t i n g n a i l r e p a i r u
i f a c g e r
a s c a b i e s s t e e
l c h a
t e n
s t e r i l i s a t i o n
o
i n d i a n h e a d

Session 9
Activity 1.9
Key consumer and retail legislation: Data Protection Act
Read the text below, which comes from a government website. It gives you some basic information about
the Data Protection Act. This legislation applies to the hair and beauty sector because we deal with clients
and keep information about these clients. The information might be kept on a computer database or on
hand-written client record cards. It is the responsibility of the staff who handle this data to make sure the
information is only used for its intended purpose.
When you have read through, try to complete the gaps using the words in the box below.
(Your tutor may already
The Act gives individuals the right have read the complete
piece before giving you
to know what is held about them. It provides a
this sheet.)
framework to ensure that personal information is handled .
The Act works in ways. First, it states that anyone who processes
personal information must comply with principles, which make sure
that personal information is:
• fairly and processed
• processed for limited purposes

information
• adequate, relevant and not excessive
up to date
• accurate and
eight
• not kept for longer than is necessary Data Protection
• processed in line with your Information
• Commissioner’s Office
personal
• not to other countries without adequate protection.
individuals
The second area covered by the Act provides individuals with important rights,
not
including the right to find out what personal information is held on computer
transferred
and most paper records.
two
Should an individual or organisation feel they’re being access to denied
personal information they’re entitled to, or feel their information has not been lawfully
according to the eight principles, they can contact the properly
for help. Complaints rights
are usually dealt with informally, but if this isn’t possible, enforcement action secure
can be taken. handled

Session 9
Activity 1.9
Answer sheet Key consumer and retail legislation: Data Protection
Act
This answer sheet is for tutors/teachers/practitioners only. It is a completed version of the text on Activity
sheet 1.9. The gap-fill words appear in bold.
The Data Protection Act gives individuals the right to know what
information is held about them. It provides a framework to ensure
that personal information is handled properly.
The Act works in two ways. First, it states that anyone who processes
personal information must comply with eight principles, which make
sure that personal information is:
• fairly and lawfully processed
• processed for limited purposes
• adequate, relevant and not excessive
• accurate and up to date
• not kept for longer than is necessary
• processed in line with your rights
• secure
• not transferred to other countries without adequate protection.
The second area covered by the Act provides individuals with

important rights, including the right to find out what personal
information is held on computer and most paper records.
Should an individual or organisation feel they’re being denied access

to personal information they’re entitled to, or feel their information
has not been handled according to the eight principles, they
can contact the Information Commissioner’s Office for help.
Complaints are usually dealt with informally, but if this isn’t possible,
enforcement action can be taken.

Session 9 1. W
hat is the technical name for making something
clean and hygienic? [SANITISATION]
2. W
hat is the technical name for treatments used to
Activity 1.10 take care of the hands? [MANICURE]

3. N
ame a method of hair removal. [WAXING,
DEPILATION]
End-of-unit quiz 4. G
ive one example of a potentially infectious
condition. [e.g. SCABIES, IMPETIGO]
This sheet is for tutors/teachers/practitioners only
and provides details of a team activity for learners. 5. W
hat do we call the technical service of making
the hair shorter in hairdressing and barbering?
Split learners into a number of teams for a class [CUTTING]
quiz. You may want to allow them to use text
6. W
hat is the name of a service that can be done
books/glossaries and previous activity sheets for
on the face, the head and on the full body.
reference.
[MASSAGE]
The quiz questions below can be used more than 7. W
hat is the technical name for artistic designs
once and the use of reference materials can be applied to nails? [NAIL ART]
disallowed as learners become more knowledgeable
8. W
hat is the technical name for a chemical liquid
and confident. The answers to the questions are in
which destroys bacteria? [DISINFECTANT]
square brackets. You may, if you wish, hand out
9. W
hat is the name of this specialist massage
Explain to learners that they are about to be tested treatment for the head, which can be used in
on their knowledge of this unit with a team quiz. barbering? [INDIAN HEAD MASSAGE]
Assign learners to teams and ask them to make
10. What is the technical name when infection is
notes of the answers in their notebooks or on sheets
spread from one person to another? [CROSS
of paper which you will hand out.
INFECTION]
11. What technical term is used to describe making
sure something is free from bacteria and other
living micro-organisms? [STERILISATION]
12. Highlighting is one method of this service. What
is the service? [HAIR COLOURING]
13. What is the service of mending the nails after
damage? [NAIL REPAIR]
14. These false ones are used in the beauty industry.
What are they? [LASHES]
15. What is the technical name for treatments used
to take care of the feet? [PEDICURE]
16. Name a service provided by beauty therapists.
[e.g. MAKE-UP, FACIALS, LASH APPLICATIONS]
17. What is the African Caribbean hairdressing
service of ‘uncurling the curls’? [RELAXING]
18. Which three letters are used as a short version
of the technical term ‘personal protective
equipment’? [PPE]
19. What is the name of the technical service that
improves the length and style of a client’s nails?
[NAIL EXTENSIONS]
20. This is the legislation that helps to protect
clients’ personal details and records.
What is the name of the legislation?
[DATA PROTECTION ACT]

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UNIT 1 Introducing the hair and beauty sector

Level 1 Foundation Diploma

Unit 1 Introducing the

VTCT_foundationUnit1_Hair&Beauty1 1 27/4/09 09:56:27

Unit 1 Introducing the hair and beauty sector

GLH Content Possible activities Resources

Session 1: Describing the Whole-class teaching Copies of unit

VTCT_foundationUnit1_Hair&Beauty2 2 27/4/09 09:56:27

GLH Content Possible activities Resources

Session Knowing the Whole-class teaching Activity sheet 1.2

Session Knowing the role Whole-class teaching Activity sheet 1.3

VTCT_foundationUnit1_Hair&Beauty3 3 27/4/09 09:56:28

GLH Content Possible activities Resources

Session Making links Whole-class teaching Travel/trip

Session Making links Prior to the session Activity sheet 1.5

VTCT_foundationUnit1_Hair&Beauty4 4 27/4/09 09:56:29

GLH Content Possible activities Resources

Session • s pecialists will make clear links between their

Sessions Planning a Whole-class teaching Activity sheets

VTCT_foundationUnit1_Hair&Beauty5 5 27/4/09 09:56:29

GLH Content Possible activities Resources

VTCT_foundationUnit1_Hair&Beauty6 6 27/4/09 09:56:30

Unit 1 Introducing the hair and beauty sector

1.1 Introducing the Introduce learners to the Diploma English Independent

VTCT_foundationUnit1_Hair&Beauty7 7 27/4/09 09:56:30

1.5 L inks to You will need to do some advance English Creative

VTCT_foundationUnit1_Hair&Beauty8 8 27/4/09 09:56:31

VTCT_foundationUnit1_Hair&Beauty9 9 27/4/09 09:56:32

VTCT_foundationUnit1_Hair&Beauty10 10 27/4/09 09:56:32

Undertaking an activity for this session

Whichever activity type you use, learners should include

VTCT_foundationUnit1_Hair&Beauty11 11 27/4/09 09:56:33

Name: Group or class:

VTCT_foundationUnit1_Hair&Beauty12 12 27/4/09 09:56:33

VTCT_foundationUnit1_Hair&Beauty13 13 27/4/09 09:56:34

Name: Group or class:

Advertiser Product Influence on hair and beauty industry

VTCT_foundationUnit1_Hair&Beauty14 14 27/4/09 09:56:34

Name: Group or class:

VTCT_foundationUnit1_Hair&Beauty15 15 27/4/09 09:56:35

Name: Group or class:

VTCT_foundationUnit1_Hair&Beauty16 16 27/4/09 09:56:35

Name: Group or class:

VTCT_foundationUnit1_Hair&Beauty17 17 27/4/09 09:56:36

Name: Group or class:

Services Shampooing Eye Pedicure Nail repair Shampooing Cutting

VTCT_foundationUnit1_Hair&Beauty18 18 27/4/09 09:56:36

Name: Group or class:

Use the clues below to help you complete this crossword.

VTCT_foundationUnit1_Hair&Beauty19 19 27/4/09 09:56:37

VTCT_foundationUnit1_Hair&Beauty20 20 27/4/09 09:56:38

Name: Group or class:

• fairly and processed

• processed for limited purposes

VTCT_foundationUnit1_Hair&Beauty21 21 27/4/09 09:56:41

• fairly and lawfully processed

• processed for limited purposes

• adequate, relevant and not excessive

• accurate and up to date

• not kept for longer than is necessary

• processed in line with your rights

• not transferred to other countries without adequate protection.

Session • s pecialists will make clear links between their

1.1 Introducing the Introduce learners to the Diploma English Independent

1.5 L inks to You will need to do some advance English Creative