Grade 11 - Hairstyling 20

General Safety (Core)

Sanitation, Disinfection and Sterilization (Core)

Professionalism (Hairstyling) (Core)

Elements of Design (Hairstyling) (Core)

Inclusive Beauty (Core)

Introduction to Salon (Optional)

Hair Styling Equipment and Maintenance (Optional)

Hair and Scalp (Optional)

Hair Styling (Optional)

Hair Care and Treatment (Optional)

Hair Cutting (Optional)

Chemical Restructuring Hair (Optional)

Chemically Restructuring Hair: Introduction to Permanent

Hair Colouring (Optional)

Hair Extensions (Optional)

Barbering (Optional)

Competition in Hairstyling (Optional)

Work Study Preparation (Optional)

Work Study Placement (Optional)

Work Study Follow-up (Optional)

Extended Study (Optional)

Examine general safety requirements within hairstyling and esthetics.

Justify the importance of proper sanitation, disinfection and sterilization.

Explore the impact of professionalism within hairstyling.

Initiate and develop ideas for artistic expression, within the context of hair, that incorporate the elements of art and principles of design.

Examine how beauty can be an expression of a person’s worldview, culture and self-identity.

Analyze characteristics of a successful salon.

Examine maintenance and use of hairstyling equipment.

Analyze characteristics of hair and scalp.

Create hairstyles for all hair textures and hair characteristics.

Investigate and perform hair treatments.

Analyze and apply hair cutting techniques.

Investigate how chemical restructuring is used in hairstyling.

Investigate skills and knowledge needed for a permanent wave service.

Explore the knowledge, theory and application of hair colour products and services.

Examine application, styling and types of hair extensions.

Investigate barbering services.

Create competitive hair designs based on an analysis of qualities and criteria required to be successful in competition.

Describe and reflect on the three basic rights that all workers have under Part III – Occupational Health and Safety in The Saskatchewan Employment Act, 2019: the right to know – the hazards at work and how to control them; the right to participate – in finding and controlling workplace hazards; and, the right to refuse – work that you believe is unusually dangerous.

Participate in a work placement experience.

Relate one’s work placement experience to personal and career goals.

Distinguish between provincial and federal health and safety rules and guidelines as applied to hairstyling and esthetics.

Identify potential hazards in salons, appropriate safety equipment (e.g., personal protective equipment (PPE)) and appropriate safety precautions (e.g., public sanitation, trip hazards).

Discuss general safety practices when using common salon equipment.

Brainstorm general safety guidelines for a salon such as managing wires on the floor, extension cords, walkways and handling chemicals.

Reflect on the impact that salon cleanliness (e.g., dust, organization) has on safety and business feasibility.

Explain how technician’s choices and behaviours impact safety (e.g., wearing sandals or clothing that exposes skin can cause damage to self or clients).

Discuss the importance of ergonomics for the health and well-being of technicians.

Identify the effects that wellness components such as posture, exercise, rest, stress management, hygiene and nutrition have on the success of a hairstylist or esthetician.

Define the terms sanitation, disinfection and sterilization.

Describe the three levels of infection control (i.e., sanitation, disinfection and sterilization).

Describe contamination and decontamination.

Differentiate the purpose and application of antiseptic versus a disinfectant.

Classify given scenarios as sanitizing, disinfecting, or sterilizing.

Classify single-use implements versus multi-use tools.

Discuss the different levels of disinfection (i.e., high, intermediate and low level) and describe situations when each level is appropriate.

Compare different techniques for sanitizing, disinfecting and sterilizing instruments and surfaces.

Demonstrate techniques for sanitizing and disinfecting instruments and surfaces.

Investigate different processes for disinfecting, sanitizing and sterilizing non-porous items (e.g., glass, metal, electric files, linen).

Recognize the difference between a chemosterilant and a high level disinfectant.

Compare labels on chemicals for proper use and disposal.

Critique sanitation practices when performing a service (e.g., manicures, pedicure, facial, makeup application, cut and style).

Investigate behaviours (e.g., politeness, accommodating service, modeling hairstyles) and atmosphere (e.g., music, linens, comfort) that clientele find the most approachable and the most conducive to return business.

Discuss the importance of professional conversations with other staff and the impact on the client experience.

Discuss useful communications skills such as active listening, asking clarifying questions and awareness of relevant cultural communications styles required during client consultations.

Critique appropriate communication skills for a given scenario or within a classroom role play.

Contrast a variety of employability skills such as the ability to solve problems, adaptation to difficult situations, working as part of a team and preparedness for work.

Discuss how the elements of art and principles of design apply to artistic expression within the context of hair.

Respond critically, using appropriate vocabulary, to examples in the context of hair creations considering how the elements of art and principles of design are applied.

Justify why examples of hair creations are appealing based on elements of art and principles of design.

Critique artistic examples of hair (e.g., what are you seeing, why are you drawn to it or why was it a successful artistic expression).

Use colour theory principles and tools to customize hair services to meet individual needs (e.g., warm cool colours, complementary colours, monochromatic analogous and triadic colour schemes).

Discuss the meaning of worldview, (e.g., attitude and principles) culture (e.g., ethnic background and subculture) and self-identity.

Research how techniques and trends in hairstyling and esthetics reflect worldviews, culture and self-identity.

Examine hairstyles, skin care, nail techniques and make-up examples within the local community.

Investigate the impact that worldview and culture have on an individual’s definition of beauty.

Research and discuss historical and current societal attempts to control (e.g., government regulations/intervention, school dress code) self- expression (e.g., significance of the braid) of beauty.

Explore ideals of beauty (e.g., size of earlobes, length of hair, piercings, length of nails and gender expression) across cultures.

Conduct an inquiry into the question, how does an individual’s expression of human beauty reflect their worldview, culture or self-identity?

Reflect on personal aesthetic choices (e.g., makeup, hair, nails) and their potential to communicate worldview, culture or self-identity.

Discuss how a traditional Western definition of beauty (e.g., hair texture, light-coloured eyes and skin, hetero normativity) excludes and marginalizes expression of identity and culture.

Discuss how cultures that have been historically excluded and marginalized are challenging the stereotypical Western ideal of beauty.

Categorize components (e.g., operation expenses, working environment, profit margin, ethics and client relationships) that are necessary for the business operation of a successful salon.

Create responses to customer complaints and examine their potential impact on salon business.

Critique class created responses to customer complaints including the importance of maintaining professional ethics and positive client relationships.

Create a salon list of services, determine appropriate pricing for each service and justify the impact on the business operation of the salon.

Discuss economic and environmentally sustainable business practices for a salon.

Identify techniques used to promote economically sustainable services/treatments.

Explore how environmentally sustainable products and practices impact salon business.

Design a concept for a salon detailing the services provided.

Identify single-use and multi-use manual tools, styling tools, cutting tools, electric tools, chemical service tools and equipment used in hairstyling.

Describe how manual tools, electric tools and equipment are used in hairstyling.

Demonstrate application of hairstyling manual tools, electric tools and equipment.

Recognize how proper ergonomic practices are necessary to maintain the health of stylists.

Discuss the importance of sanitation and safety for each tool and piece of equipment used in hairstyling.

Describe and perform sanitization, sterilization or disinfection of tools and equipment (e.g., spraying disinfectant, wiping and soaking; handling/storing cleaning towels, capes, aprons and smocks).

Describe and perform an inspection process (e.g., check for product build- up and determine when a tool must be removed from service) to maintain manual tools, electric tools and equipment (e.g., remove debris from filters in hairdryers, clippers and clothes dryer and discard refuse and product waste according to regulations).

Discuss and apply safety practises when using all tools and equipment (e.g., adjust hydraulic chairs and other equipment according to stylist’s ergonomic support, use personal protective equipment (PPE), locate first aid and eye wash stations, discard sharps according to regulations and recognize all hazards).

Identify hair and scalp disorders such as psoriasis, alopecia, dandruff and dry or oily scalp by performing a visual inspection with hands or comb.

Discuss and practice different types of hair and/or scalp treatments.

Identify infections (e.g., vegetable, animal, staphylococci) on the scalp.

Explain the purpose of hair repair products.

Discuss types of treatments for scalp conditions.

Execute a scalp treatment including preparation, draping, safety and sanitation procedures.

Analyze the theory of massage including purpose of scalp massage, massage movements and the benefits of massage.

Conduct an inquiry into the questions: What impact does hair texture and hair characteristics have on the analysis of client hair care needs? Why is it important to use industry language (e.g., hair texture and characteristics) when discussing hair?

Conduct a client consultation for a hair repair treatment.

Perform a scalp massage.

Perform a hair repair treatment.

Research and discuss current hair trends and designs for a variety of hair characteristics.

Examine how culture, religion and self-identity are expressed through different hairstyles and adornments.

Analyze how different hairstyles can be created with different hair textures (e.g., fine, medium, coarse, kinky and curl pattern) and hair characteristics (e.g., density, porosity, elasticity).

Discuss how different hairstyles enhance facial shapes and features.

Demonstrate long hair roller set and up do comb-out techniques.

Demonstrate roller set variations (e.g., indentation and combination pin curl/finger wave/roller set).

Prepare hair for an up do using balanced, controlled and clean sections.

Create up-do hair styles for a variety of hair textures (e.g., fine, medium, coarse, kinky and curl pattern) and hair characteristics (e.g., elasticity, porosity, density).

Create a foundation support by backcombing and smoothing using tools and styling aids.

Construct hair direction and design towards a focal point.

Practice inserting bobby pins/hair pins discretely.

Implement the elements of art and principles of design to generate a hairstyle from a visual support (e.g., picture, video, technology and social media).

Conduct an inquiry into the questions: How has language related to hair been used to racialize beauty? What impact does language have on hairstylist professionalism? How do hairstylists remain open to conversations that honour the perspectives of colleagues and clients?

Research and discuss hair treatment products and trends.

Review manufacturer’s directions and recommendations.

Analyze client hair and recommend appropriate product and treatments.

Identify disorders (e.g., hair and scalp) and discuss treatments.

Perform advanced hair repair treatments.

Practice appropriate safety and sanitation procedures.

Research current hair trends and discuss how the elements of art and principles of design apply to each trend.

Define hair cutting and determine the purpose of hair cutting.

Discuss the purpose of tools (e.g., clippers, razor, trimmers) commonly used for haircuts.

Define terms used in haircutting such as blunt or 0° elevation cutting, crosscheck, 45°/90°/135°/180° elevation cutting, guidelines perimeter and interior.

Experiment with different haircutting techniques such as blunt or layered.

Analyze hair texture (e.g., fine, medium, coarse, kinky and curl pattern), hair characteristics (e.g., growth patterns, density, weight) and explain the reason and impact of a hair analysis before performing a hair cutting service.

Demonstrate how to hold and use hair shaping implements.

Investigate cutting with or without tension.

Demonstrate sectioning for a haircut.

Apply safety and sanitation practices for hair cutting.

Discuss the relevant questions or steps that would be needed when performing a cut service on a client.

Perform a client consultation including discussing client desired look.

Explore the impact hair textures (e.g., fine, medium, coarse, kinky and curl pattern) and hair characteristics (e.g., density, elasticity, growth pattern) have on hair cutting techniques.

Examine the potential hydrogen (pH) scale and describe the effects of acidic and alkaline solutions on hair.

Identify chemical ingredients (e.g., hydrogen peroxide and ammonium thioglycolate) in different hair care products and describe the potential outcomes when used on hair.

Explore chemical reactions of hair products (e.g., bleach, colour and toner) and their effects on hair.

Categorize different hair care products based on their chemical ingredients or lack of chemical ingredients.

Contrast elements, compounds and mixtures used in hairstyling.

Discuss the effect of temperature on the rate of chemical reaction in hairstyling.

Perform a strand test for appropriate product selection, patch test for allergic reactions and testing for metallic salt and plant-based dyes.

Explore the risk to hairstylists and clients being exposed to chemicals used in services.

Research companies and/or individuals that develop chemical restructuring products.

Define and explain permanent waving on hair including applicable trends and styles.

Discuss wrapping patterns and techniques (e.g., croquinole, spiral, basic, double-halo, single-halo, piggyback, partial, stacked and brick).

Investigate types of tools used to create chemical texture and tool selection according to length of hair and chosen curl.

Review hairstyling fundamentals (e.g., porosity and elasticity tests, sections, sub-sections, bases, tool measurement and tool position).

Execute client consultation, pre-service procedures, draping for wet service and chemical restructure service and shampoo procedure.

Explain endpaper techniques such as bookend, single, double and cushion- wrap.

Demonstrate winding and securing a perm tool.

Demonstrate inserting stabilizer tools such as sticks and picks.

Discuss and practice perm tool removal process (e.g., remove stabilizer tool, release fastener, unwind tool and remove paper gently).

Execute physical phase of perm service (e.g., select tool(s), endpaper technique, base sizes, tool position, wrapping pattern and tension, prevention of fishhooks and distribution of hair on tool).

Practice basic rod placement including crown to nape.

Perform basic perm wraps on short and long hair mannequins.

Conduct an inquiry into the question, why do we need to know the type of perm solution(s) or reducing agent before starting the physical phase(wrapping)?

Discuss potential hydrogen (pH) scale in relation to permanent wave services.

Compare the pH and the effects of perm solution(s) and neutralizers.

Explain proper home after care steps for maintaining permanent waves.

Explain colour wheel theory as it applies to hair colouring.

Discuss the types and categories of colour products.

Compare different manufacturer’s instructions on colour products and services.

Describe how hair structure, strength, elasticity and porosity impact a hair colouring service.

Analyze different hair colour application techniques.

Identify tools such as swatch, brushes and bowls.

Discuss and apply sanitation, disinfection and sterilization practices including use of personal protective equipment (PPE) and appropriate hygiene.

Describe the effects of demi, semi and temporary hair colour.

Perform a patch test if needed.

Discuss knowledge shared by an industry professional (e.g., in person, video, online or social media) regarding hair colouring.

Define hair extension and describe different types of hairpieces and hair extensions (e.g., temporary, semi-permanent and permanent).

Compare real human hair and synthetic hair.

Explain strands and wefts.

Discuss application methods (e.g., clip in wefts or pieces, tape-in, sew-in weaves, fusion and pre-bonded, microlink, microbeads, microloops, wigs, hair wraps, drawstring attachment, hair buns, hair falls, half-wigs, wiglets, hair toppers- crown, top and fringe) for hairpieces and hair extensions.

Describe the consultation process when selecting hairpieces, extensions and wigs.

Discuss methods to remove hair extensions and hairpieces.

Describe how to condition, repair and style hairpieces and extensions.

Distinguish between choosing to wear hairpieces and hair extensions, or wigs

Discuss how to incorporate temporary hairpieces with natural hair.

Apply and remove temporary hairpieces.

Apply and remove semi-permanent hairpieces and extensions.

Design a hairstyle with temporary hairpieces and attachments.

Research and discuss current barbering trends and styles.

Identify and research any local businesses that specialize in barbering.

Identify and apply lotions and sprays used for barbering services.

Examine and apply barbering techniques such as clipper over comb, scissor over comb, clipper with guard and razor.

Discuss the importance of safety protocols when using razor and for sharps disposal.

Conduct an inquiry into the questions: What are the relevant skills and knowledge needed in barbering service? How are salons using and or implementing barbering services into their successful businesses?

Discuss the levels (e.g., secondary, post-secondary, local, world and professional levels) and types (e.g., virtual, industry and hairstyling association) of competition in hairstyling.

Explain the purpose of competition in hairstyling such as to evaluate competitor on knowledge of basic hairstyling and to develop technical skills and creativity aligned with industry standards.

Identify the qualities (e.g., knowledge, skill, professionalism, communicate effectively and showcases creative impression and ability) and develop the essential skills (e.g., numeracy and communication) of a successful hairstyling competitor.

Interpret competition scope document and rules and regulations.

Examine criteria for design and judging used in hairstyling.

Apply safe and sanitary practices throughout hairstyling competition.

Discuss competition categories in hairstyling such as fashion, trends, commercial, avant garde and design.

Demonstrate competition design within one or more variety outcomes (i.e., trend, fashion, commercial, avant garde, fantasy, cutting, colouring, styling- design elements).

Produce competitive design within a set of regulated guidelines such as safety, sanitation, category theme and use of product and tools.

Implement cutting and styling terms, elements of art, principles of design, variety of tools, techniques and safety practices within a timeline and adhering to given criteria.

Reflect on the benefits of participating in competition in hairstyling.

Describe own decision making and problem-solving processes used during competition and reflect on the effectiveness of choices made.

Explain the roles and responsibilities of each partner (e.g., student, parent, teacher or other school staff, employer) involved in the work placement.

Research the business/organization to become familiar with its operations.

In collaboration with all partners, develop personal and learning goals for the work placement.

Develop a procedural guide for the work placement that includes items such as: transportation to and from the work placement; hours of work; guidelines for absence and tardiness; dress code; job description; and, conflict resolution

Compile an employer information package that includes documents needed for the work placement (e.g., personal career documentation such as a resume or portfolio, permission forms, logs, self- and employer evaluation forms).

Brainstorm a list of questions to ask the employer before beginning the work placement; these may include: What is my schedule of work hours?, Who is my supervisor?, What should I wear?, When will I be provided with safety training?, What potential hazards might I encounter in the work placement?, Where do I find fire extinguishers, first aid kits and emergency assistance?, What type of safety gear am I expected to wear? Is it provided?, What should I do if I get injured or have an accident in the workplace?, How can I contact my health and safety committee or representative?, Are there any health and safety procedures I should follow?, Who is the first aid person?, Where are safety notices posted?, What should I do in case of a fire or emergency?

Develop a list of questions that could potentially be asked by the employer/work placement in an interview situation as well as answers to the questions.

Participate in an interview with the employer prior to beginning the work placement.

Reflect upon one’s performance during the interview.

Apply relevant skills and abilities during the work placement experience.

Document one’s experience using electronic and other tools (e.g., vlogs, blogs, log sheets, reflective journals) to summarize and reflect upon items such as: hours of work including breaks; responsibilities and tasks performed; interactions with the employer, staff, customers and others; company or organization’s ‘raison d’être;’ and, skills developed and demonstrated during the work placement that enhance one’s employability.

Document knowledge and awareness of employment standards, safety, workplace ethics, rights and responsibilities, occupational health and safety and networking observed during the work placement.

Showcase one’s skills and abilities demonstrated during the work placement using artifacts, evidence of skill development and personal reflections on aspects of the work experience such as: hours worked; responsibilities and tasks performed; the importance of attitude towards work and taking responsibility for what needs to be done; details about the entry level wage, salary scales and earning potential; worker rights and responsibilities and the role of the union, if applicable; ownership structure (e.g., corporation, franchise, sole proprietorship, partnership); and, opportunities for advancement at the workplace and elsewhere in the industry.

Reflect on the attainment of personal and learning goals.

Update personal career documentation (e.g., resume, portfolio) following the work placement.

In appreciation prepare a letter, note, card or other communication for the work placement employer.

Develop and/or revise personal and career goals based on the work placement experience.