Professional Documents
Culture Documents
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.
© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.
© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.
© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.
© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.
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.
Whole-class teaching
• Introduce the unit aims and objectives.
• Consider learners’ prior knowledge and
experience on topics.
• Lead a question-and-answer session to secure
understanding of the session and help sort out
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.
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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.
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Links to
Activity Notes Links to PLTS
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)
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Links to
Activity Notes Links to PLTS
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.
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Links to
Activity Notes Links to PLTS
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.
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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.
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Session 2
Activity 1.2
Economic contribution, size, scope, geography
and development of the hair and beauty sector
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
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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.
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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.
4 N
ame one legal organisation that supports the hair and beauty sector.
You could use the Internet to help you find your answers.
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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)
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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.
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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.
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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
• 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
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Session 9
Activity 1.8
The meaning and use of basic hair and beauty terminology (2)
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
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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
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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:
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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:
• secure
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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
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