Grade 12 - Hairstyling 30

General Safety (Core)

Sanitation, Disinfection and Sterilization (Core)

Professionalism (Hairstyling) (Core)

Elements of Design (Hairstyling) (Core)

Inclusive Beauty (Core)

Hair Styling Equipment and Maintenance (Optional)

Hair Styling (Optional)

Hair Cutting (Optional)

Chemically Restructuring Hair: Permanent Waving (Optional)

Chemically Restructuring Hair: Reducing Curl (Optional)

Hair Colouring (Optional)

Hair Extensions and Artificial Hair (Optional)

Beard, Mustache and Facial (Optional)

Competition in Hairstyling (Optional)

Anatomy and Physiology (Optional)

Small Business (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.

Explore the impact of professionalism on technicians and clients within hairstyling.

Explore the impact of elements of art and principles of design on hairstyling.

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

Examine maintenance and use of hairstyling equipment.

Create advanced hairstyles for all hair textures and hair characteristics.

Analyze techniques for advanced hair cutting and texturizing.

Explore the chemical theory and application of permanent waving products and services.

Explore chemical restructuring products and services used to reduce curls.

Analyze advanced and complex colour services.

Investigate hair extensions and artificial hair including modifications.

Analyze and apply beard, mustache and facial grooming techniques.

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

Examine anatomy and physiology as it applies to hairstyling and esthetics.

Investigate small businesses, including home-based businesses, in the hairstyling and esthetics industry in Saskatchewan.

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.

Justify the importance of proper sanitation, disinfection and sterilization.

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).

Discuss how respect for clients’ worldviews should inform technicians and enhance the client experience.

Explain the unique hairstyling and esthetics needs of diverse clientele.

Define cultural proficiency.

Critique the impact of cultural proficiency within the hairstyling industry.

Explain the importance of the philosophy, policies and procedures of a salon for technicians and clients.

Establish and maintain professional relationships with supervisors/teachers, co-workers and clients.

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

Respond to the inquiry question, how are elements of art and principles of design in hair reflective of time, culture and societal influences?

Critique examples of hair (e.g., ‘the Rachel’ hairstyle, Elvis Presley’s pompadour, Twiggy’s pixie cut, gender expression) that were influenced by historical art styles or pop culture movements.

Critique examples of hair (e.g., renaissance braids, sixties long hair, WWI bobs that were easier to manage, Japanese geisha hairstyles) that were influenced by social, cultural, geographical and environmental contexts.

Use advanced 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 advanced image development strategies used for artistic expression such as exaggeration, layering and simplifying.

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.

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).

Analyze how different hairstyles, including all hair textures and hair characteristics, can enhance facial shape and features.

Discuss the importance of using appropriate industry terminology when describing hair by referencing texture (e.g., fine, medium, coarse, kinky and curl pattern) and characteristics (e.g., density, elasticity and porosity).

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

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

Critique hair styles created in class using elements of art and principles of design.

Apply finger waving techniques to create advanced looks or textures.

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) or a live demonstration from a qualified professional.

Create decoration or adornments for advanced styles using hairpieces or extensions.

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

Apply techniques used in haircutting such as blunt or 0° elevation cutting, crosscheck and 45°/90°/135°/180° elevation cutting.

Explore and discuss advanced cutting (e.g., blending) and texturizing techniques (e.g., point cutting, slithering, weaving and twist cutting).

Apply advanced hair cutting and texturizing techniques.

Discuss how and why advanced techniques are used.

Explore online tutorials related to advanced cutting and texturizing or watch a live demonstration from a qualified stylist.

Apply safety and sanitation practices for hair cutting.

Recall wrapping patterns and techniques.

Practice varied wrapping patterns and techniques (e.g., basic straight back wrap, bricklay pattern, double halo, single halo, spiral, piggyback, custom wraps- partial, perimeter, stack and use of varied wrapping tools).

Discuss the chemical restructuring of a perm service (e.g. following manufacturer’s instructions, reducing agents, oxidizing agents, test curls, protective barrier creams and blotting techniques).

Investigate characteristics, types and effects of chemicals (e.g., pH Scale, acid perm, alkaline perm, exothermic perm and endothermic perms) for a perm service.

Explain safety procedures when handling chemical products.

Demonstrate use and completion of client release forms.

Summarize best practices for safe handling, storage, recycling and disposal of waste.

Determine desired perm and finished style through client consultation.

Demonstrate ability to follow instruction and maintain safe and productive work environment.

Perform the chemical restructuring phase of a perm service using a mannequin.

Discuss and demonstrate finishing services such as haircut and thermal styling.

Execute post-service steps for client service.

Conduct an inquiry into the question, how are chemical bond(s) in hair affected by the varied chemical and styling services?

Discuss chemical-bond(s) and keratinization process.

Identify and explain how chemical relaxers work on hair including applicable trends and styles.

Investigate types of tools used to chemically restructure hair to reduce curl and texture hair.

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 service and shampoo and rinse procedure.

Analyze hair texture (e.g., fine, medium, coarse, kinky and curl pattern), hair characteristics (e.g., growth pattern, elasticity, porosity, density) and discuss which product would be most appropriate to reduce existing curl considering manufacturers’ specification and directions.

Discuss how hair texture (i.e., kinky, curl pattern or coil configurations) impacts or changes the steps required to reduce curl.

Demonstrate mock services using conditioner as mock relaxer.

Conduct an inquiry into the question, why do we need to know the different types of curl reducing products before starting the physical service?

Discuss potential hydrogen (pH) scale in relation to relaxer and straightening services.

Compare the pH of different products and systems.

Explain proper home after care steps for maintaining reduced curl.

Discuss how protective cream is applied for client safety, including proper hair sectioning and how tools are selected according to desired results.

Explain colour theory as it applies to hair colouring.

Research and discuss advanced and more complex hair colouring trends and techniques.

Describe how hair texture (e.g., fine, medium, coarse, kinky and curl pattern) and hair characteristics (e.g., elasticity and porosity) impact a hair colouring service.

Analyze different hair colour application techniques.

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

Perform a patch test.

Determine level of hair colour.

Demonstrate hair colouring techniques.

Differentiate between real human hair and synthetic hair.

Describe how to condition, style, clean and repair wigs, hairpieces and hair extensions.

Discuss effects of using wigs, hairpieces and hair extensions on natural hair.

Describe how to modify or cut hair extensions to blend with natural hair.

Explain how to modify or colour hair extensions to blend with natural hair.

Observe preparation, procedure and removal of permanent hair extension service.

Research and discuss current trends and styles for facial hair.

Identify tools used in beard and mustache trims such as scissors, razors, clippers and guards.

Distinguish growth patterns of facial hair.

Demonstrate trimming of facial hair using a variety of tools such as scissors over comb, clipper and razors.

Analyze different skin sensitivities and conditions that impact facial grooming.

Discuss the option of using changeable blades and guards.

Examine and apply appropriate safety and sanitation practices for beard, mustache and facial services.

Conduct an inquiry into the question, why are specialized tools and techniques necessary for performing facial hair trims?

Recognize safe and sanitary practices throughout hairstyling competition.

Practise using long hairstyling advanced design terms, techniques, varied tools, equipment, product and safety within a timeline and/or specific criteria.

Apply colouring terms, techniques, varied tools, equipment, product and safety within a time line and/or specified guideline.

Implement a combination of advanced styling and cutting terms, design elements, use of tools, equipment, product and safety within a time line and/or specific guideline.

Apply chemical waving terms, design, techniques, tools, preparation, procedure and safety within a time line and/or specific criteria.

Produce competitive design(s) within a set of regulated guidelines and within the required timeline.

Compare competition test posted on Skills Canada website to judging criteria.

Interpret and apply competition scope document and rules and regulations.

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

Define the terms anatomy, physiology and histology.

Discuss the relationship between anatomy, physiology and histology.

Examine homeostasis.

Explain the interrelationships of anatomy, physiology and histology as it applies to hairstyling and esthetics occupations including how technicians can use it to contribute to clients’ health and wellbeing.

Recognize that a disease often affects more than one single body system.

List and describe the functions of the 10 body systems (i.e., skeletal, muscular, nervous, circulatory (vascular), endocrine, excretory, digestive, respiratory, reproductive and integumentary).

Describe and identify the bone structure and muscles of the arm, wrist, hand, fingers, ankle, foot, leg and face.

Identify parts of the muscle.

Explain the function of the skin.

Describe and identify the nerves, including sensory and motor, of the arm, wrist, hand, fingers, ankle, foot, leg and face.

Explain how blood is supplied to the body including arm, hand, foot and leg.

Explain the major function of the integumentary system.

Recognize how knowledge and function of bones, muscles and nerves can prevent work place injury and increase ergonomic awareness.

Discuss how a basic understanding of organs, structures, body systems and their function can assist decision making related to performing or adjusting salon services including aiding in design considerations, product choice and product application to achieve best results.

Apply knowledge of anatomy and physiology to modify or change client services based on recognizing conditions, disorders or diseases.

Identify the contributions that small businesses make to the local and Saskatchewan economy.

Discuss the advantages and disadvantages of operating a small business, including a home-based business.

Assess the importance of legislation and/or regulations (e.g., sanitization) that govern the beauty industry in Saskatchewan.

Investigate the advantages and disadvantages of owning a sole proprietorship, partnership and/or franchise business.

Classify examples of hairstyling and esthetics within one’s community as home-based, sole proprietorship, partnership and/or franchise businesses.

Discuss common characteristics and qualifications of a successful small business owner in the hairstyling or esthetics industry.

Research the requirements (e.g., registering for collecting and remitting taxes, licensing, zoning, obtaining any relevant permits and registering the business name) for establishing a small business in one’s community.

Examine the importance of sustainable business practices such as providing good quality customer service, following environmental guidelines and employing qualified and certified personnel.

Outline and present a plan for a small business in the hairstyling and esthetics industry in one’s community.

Provide feedback on own and/or peer business plans

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.