Vocational qualification in hairdressing, hairdresser 2014

Transcription

1 Requirements for Vocational Qualifications Vocational qualification in hairdressing, hairdresser 2014 Regulation 38/011/2014 (includes the amendments and corrections defined in the regulation 4/011/2015) (includes the amendments defined in the regulation 43/011/2015) FINNISH NATIONAL BOARD OF EDUCATION 2014

2 VOCATIONAL QUALIFICATION IN HAIRDRESSING, HAIRDRESSER 2014 INTRODUCTION VOCATIONAL QUALIFICATION IN HAIRDRESSING AND ITS COMPOSITION VOCATIONAL UNITS, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF COMPETENCE OF THE VOCATIONAL QUALIFICATION IN HAIRDRESSING Compulsory units Hair cutting and beard treatments Hairstyles and make-up Dyeing treatments Perming treatments Business and entrepreneurship in hairdressing Optional units Customer styling services Hair care and styling schemes Planning of entrepreneurial activities A unit from a vocational upper secondary qualification A unit from a further or specialist vocational qualification A unit from polytechnic studies (only in vocational upper secondary education and training) Workplace instructor training (only in vocational upper secondary education and training) Working in an enterprise (only in vocational upper secondary education and training) Working as a top expert (only in vocational upper secondary education and training) Units based on local vocational skills requirements (only in vocational upper secondary education and training) A unit selected from free-choice units (only in vocational upper secondary education and training) COMMON VOCATIONAL UNITS, LEARNING OUTCOMES AND ASSESSMENT OF LEARNING IN VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING Communication and interaction skills Mother tongue Second national language, Swedish Foreign languages Competence in mathematics and natural sciences Mathematics Physics and chemistry Information and communication technology and its utilisation Skills required in society and working life Civic skills Working life competence

3 3.3.3 Entrepreneurship and entrepreneurial activities Maintaining work ability, exercise and health education Social and cultural competence Cultural knowledge Art and culture Ethics Psychology Environmental competence Areas from sections FREE-CHOICE UNITS IN VOCATIONAL UPPER SECONDARY EDUCATION AND TRAINING Vocational units units based on local vocational skills requirements Areas of common vocational units or general upper secondary studies Studies that support capabilities for further studies or vocational development Individual units based on competence acquired through work experience UNITS THAT INDIVIDUALLY EXPAND THE SCOPE OF THE QUALIFICATION APPENDIX 1 DESCRIPTION, BASIC VALUES AND OBJECTIVES OF THE VOCATIONAL QUALIFICATION IN HAIRDRESSING

4 1 INTRODUCTION Under the Vocational Education and Training Act 630/1998 (as amended by Act 787/2014), the qualification titles, the composition of qualifications, the units included in a qualification as well as the vocational skills requirements or learning outcomes of the qualification units and the assessment of competence are defined by the Finnish National Board of Education in the qualification requirements for vocational upper secondary qualifications. Under the Act, holders of a vocational upper secondary qualification shall have extensive basic vocational capabilities for various tasks in their fields as well as more specialised competence and the vocational skills needed in working life in at least one area. A vocational upper secondary qualification may be completed as vocational upper secondary education and training referred to in the Vocational Education and Training Act or as a competence-based qualification referred to in the Vocational Adult Education Act 631/1998 (as amended by Act 788/2014). 1 VOCATIONAL QUALIFICATION IN HAIRDRESSING AND ITS COMPOSITION A qualification completed as vocational upper secondary education and training is composed of 135 competence points of vocational units, 35 competence points of common vocational units and 10 competence points of optional units. The scope of a vocational upper secondary qualification is 180 competence points. Competence-based qualifications consist of vocational units. In vocational upper secondary education and training, the students may individually include more qualification units in their qualification if this is necessary because of sector-specific or local vocational skills requirements of working life or in order to deepen their vocational skills. The numbers in the composition table refer to the numbering of qualification units used in Chapters 2, 3, 4 and 5. VOCATIONAL QUALIFICATION IN HAIRDRESSING, HAIRDRESSER Composition of the qualification in vocational upper secondary education and training, 180 competence points Composition of the competence-based qualification 2 Vocational units, 135 competence points 2 Vocational units 2.1 Compulsory units, 120 competence points 2.1 Compulsory units Hair cutting and beard treatments, 35 competence points Hairstyles and make-up, 20 competence points Dyeing treatments, 30 competence points Perming treatments, 15 competence points Business and entrepreneurship in hairdressing, 20 competence points Hair cutting and beard treatments Hairstyles and make-up Dyeing treatments Perming treatments Business and entrepreneurship in hairdressing

5 2 2.2 Optional units, 15 competence points A student should choose 15 competence points from units Customer styling services, 15 competence points Hair care and styling schemes, 15 competence points Planning of entrepreneurial activities, 15 competence points A unit from a vocational upper secondary qualification, competence points A unit from a further or specialist vocational qualification* A unit from polytechnic studies* Workplace instructor training, 5 competence points Working in an enterprise, 15 competence points Working as a top expert, 15 competence points Units based on local vocational skills requirements, 5-15 competence points A unit from free-choice units, 5-15 competence points 2.2 Optional units A candidate should choose either 3 units from units or 2 units from units and 2 units from units Customer styling services Hair care and styling schemes Planning of entrepreneurial activities A unit from a vocational upper secondary qualification A unit from a further or specialist vocational qualification * will be awarded 15 competence points for this optional unit.

6 3 3 Common vocational units in vocational upper secondary education and training, 35 competence points 3.1 Communication and interaction skills, 11 competence points Compulsory Optional 8 competence points 3 competence points Mother tongue Second national language, Swedish Foreign languages Competence in mathematics and natural sciences, 9 competence points 6 competence points 3 competence points Mathematics Physics and chemistry Information and communication technology and its utilisation Skills required in society and working life, 8 competence points 5 competence points 3 competence points Civic skills Working life competence Entrepreneurship and entrepreneurial activities Maintaining work ability, exercise and health education 3.4 Social and cultural competence, 7 competence points Cultural knowledge Art and culture Ethics Psychology Environmental competence Areas from sections competence points competence points competence points In addition to, or instead of, areas defined in the qualification requirements ( ), the education provider may define other optional learning outcomes of different scopes. Assessment of competence and scope in competence points shall be defined for optional learning outcomes decided by the education provider. The optional learning outcomes of units may also comprise a student's prior learning which supports the learning outcomes of the unit in question and its areas.

7 4 4 Free-choice units, 10 competence points 4.1 Vocational units 4.2 units based on local vocational skills requirements 4.3 Areas of common vocational units or general upper secondary studies 4.4 Studies that support capabilities for further studies or vocational development 4.5 Individual units based on competence acquired through work experience 5 Units that individually expand the scope of the qualification

8 5 2 VOCATIONAL UNITS, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF COMPETENCE OF THE VOCATIONAL QUALIFICATION IN HAIRDRESSING 2.1 Compulsory units Hair cutting and beard treatments Vocational skills requirements Students or candidates will be able to determine the structure and growth stages of hair plan and implement a care treatment for the hair and scalp plan and implement various haircuts and shaves for customers wash a customer s hair, as required by the job massage the scalp interpret the customer s style when planning a hair-cut and shave take into consideration fashions in cutting a customer s hair and giving shaves take form theory into consideration when cutting hair and styling a beard make use of their product knowledge in hair and scalp treatments use products, tools and equipment blow-dry the customer s hair take into consideration the impact of nutrition and a healthy lifestyle on the wellbeing of the hair and scalp recommend and sell to the customer home care products for hair and beard and guide the customer in their use act in various situations pertaining to customer service and interaction make use of their language skills in customer service acquire information from various sources take into consideration entrepreneurship, initiative and responsibility in their work promote the safety of their actions and a responsible attitude in their work maintain a healthy lifestyle, interpersonal relationships within their community and their ability to function and work maintain an ergonomic, hygienic, healthy and safe working environment identify hazards related to work and the working environment and harmful effects on health, anticipate them and protect themselves from them follow the principles of vocational ethics take into consideration sustainable development assess their own work.

9 6 Assessment of competence Targets of assessment 1. Mastering the work process Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates Planning the treatment of hair and scalp plan the treatment of hair and scalp plan the treatment of hair and scalp based upon customer needs plan the treatment of hair and scalp independently and based upon customer needs Planning haircuts and shaves draw up practicable plans for haircuts and shaves and follow working instructions recognise the possibilities of various haircuts and shaves and take customer wishes into consideration while making plans, take into account the possibilities of haircuts and shaves as well as those offered by fashion in proportion to the customer s wishes and style Washing of hair wash a customer s hair as required by the job wash the customer s hair as required wash hair based on customer needs and make use of their product knowledge Care of hair and scalp treat the hair and scalp following a work plan treat the hair and scalp independently treat the by making use of their hair and scalp according to customer needs product knowledge and progressing smoothly and justify their product and equipment from one stage to the next choices Mastering of scalp massage massage the scalp select a suitable massage technique based upon the treatment and the customer s care needs apply massage techniques they have learnt based upon the customer s care needs

10 7 Cutting hair cut hair in a salesworthy cut hair following a plan cut hair following a plan manner using basic using basic forms or in a way that suits the forms (full and graduated form, uniform and their combinations increasing layers, scissors-over-comb customer and justify their choices, use versatile techniques tech- nique) and follow work instructions Drying and blow-dry and style hair blow-dry hair using the styling of hair necessary forming products blow-dry hair using forming and styling products and justify their choices Beard styling and shaves style beard and give shaves under guidance style beard and give shaves independently and by following a work plan style beard and give shaves independently and in a manner that suits the customer, justify their choices to the customer Customer service and customer guidance serve the customers in a friendly manner and guide them in the use of home care products present home care products to the customers and guide them in their use according to customer needs sell home care products to the customers and guide them in their use according to customer needs, recommend additional services Taking health, safety and ability to function into account have a positive attitude towards occupational safety, avoid risks and maintain their ability to function and work under guidance take safety and health aspects into consideration in the planning of their own work and maintain the safety, hygiene and ergonomics of the customer and the working environment in familiar situations independently assume responsibility for the safety of their work and work to maintain a healthy lifestyle and their ability to function and work independently develop the safety of their operations and versatile ways of maintaining and promoting a healthy lifestyle and their ability to function and work take safety and health independently take safety and health aspects aspects into consideration in the planning of into consideration in their own work and the planning of their maintain the safety, own work, maintain the hygiene and ergonomics safety of the customer of the customer and the and the working envi- working environment. ronment and also apply what they have learnt in unexpected situations.

11 8 Selfassessment and time use assess the end result of a haircut and shave and their own work, usually keep to the time reserved for the treatment. assess the end result of a haircut and shave and their own work for the most part realistically and of their own initiative, keep to the time reserved for the treatment. assess the end result of a haircut and shave and their own work realistically and with justifications in comparison to the plan, keep to the time reserved for the treatment, develop their working methods. Targets of assessment 2. Mastering the work method, equipment and material Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates Mastering cutting or shaving techniques select the basic techniques and/or thinning methods used in a haircut / shave under guidance implement a haircut / shave using a cutting, thinning or shaving technique suitable for the job implement haircuts /shaves using versatile techniques that are suited to the customers and justify their choices Mastering the use of tools use the most common tools needed for a treatment / haircut / shave select suitable tools for a treatment / haircut / shave and use them use tools that are justified for the end result of a treatment / haircut /shave Mastering the use of products select and use the products needed for a treatment / haircut / shave, establish the suitability of the products for the customer according to instructions select and use the products needed for a treatment / haircut / shave, establish the suitability of the products for the customer select and use in a manner that is versatile and suitable for the customer the products needed for a treatment / haircut / shave, justify the benefits of their use and their suitability to the customer

12 9 Taking health, safety and ability to function into account follow instructions issued, do not cause hazards through their own actions, act appropriately in cases of accidents, hazards and threats. follow the instructions of the work community and show consideration for other members of their work community. observe and recognise hazards related to their work and report them. Targets of assessment 3. Underpinning knowledge Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates Determining the quality and condition of hair and scalp determine the condition and quality of the hair and scalp and recognize scalp changes that need care by another expert determine the quality and condition of the customer s hair and scalp and direct the customer to another expert for treatment as necessary independently determine the quality and condition of the customer s hair and scalp as well as various treatment possibilities, determine the reasons for possible problems with the customer and direct the customer to an expert as necessary Taking the hair structure and growth stages into account take the hair structure and growth stages into account in care treatments for the hair and scalp independently gather and make use of information about hair structure and growth stages in the planning of care and in the work master the knowledge base of hair structure and growth stages and apply their knowledge of care treatments in a versatile way Product knowledge and taking their effects into account when treating hair and scalp take the operating principles of the most common care products into consideration in care treatments for the hair and scalp take the operating principles and the most common ingredients of the care products into account in care treatments for the hair and scalp justify the selected care products, taking into ac- count the care needs of the customer s hair and scalp and any allergies, the effective ingredients of the products and their operating principles

13 10 Mastering of the professional terminology of haircuts and shaves use professional terminology according to instructions when planning work describe the planned hair- cut / shave using professional terminology describe the planned work using professional terminology fluently Supporting the customer s style, taking form theory and fashion into account Taking into consi- deration the impact of nutrition and a healthy lifestyle on the wellbeing of hair and scalp use knowledge of the customer s style according to instructions, show interest in fashion take into consideration, under guidance, the impact of nutrition and a healthy lifestyle on the wellbeing of the hair and scalp acquire and apply knowledge of style and form in haircuts / shaves and select a cut / shave style that suits the customer, interpret and implement current fashions take into consideration the impact of nutrition and justify the decisions leading to the selected haircut / shave styles based upon the customer s personal proper- ties and elements of form theory, justify the application of the current fashions taking customer wishes into account. in a treatment situation, apply their knowledge of the impact of nutrition and a healthy life- a healthy lifestyle on the wellbeing of the hair style on the well-being and scalp of the hair and scalp Acquiring information find information to sup- port their work in the most common information sources of the hair care field and are able to apply it following instructions, acquire information on the possible harmful impacts of products by following instructions find information from various sources to support their work and make use of it, find information and know any possible harmful impacts of products independently find information in trade and fashion magazines and electronic media to support their work, apply it to their work following customer wishes, independently establish any harmful impacts of the products used recognise, assess and present, under guidance, their core vocational competence and vocational strengths recognise, assess and present methodically and logically their core vocational competence and vocational strengths recognise, assess and present methodically, logically, personally and creatively their core vocational competence and vocational strengths

14 11 Making use of serves customers in language skills Finnish and manages in customer tolerably well in service service Sector-specific and one foreign lan- situations in Swedish language skills guage for Finnish speakers serves customers in Finnish and manages service situations in Swedish and one foreign language serves customers in Finnish and manages service situations fluently in Swedish and one foreign language Making use of serves customers in language skills Swedish, manages service situations in Finn- in customer service Sector-specific situations tolerably ish and manages service well language skills for Swedish speakers in one foreign language serves customers in Swedish, manages service situations fluently in Finnish and manages service situations in one foreign language serves customers in Swedish and Finnish and man- ages service situations fluently in one foreign language Making use of manages service situations in Finnish or language skills in customer Swedish and manages service Sector-specifiably well in one service situations toler- other language skills for native speakers of other languages language manages service situations in Finnish or Swedish as well as in one foreign language and manages tolerably well in the other domestic language serves customers in Finnish or Swedish, manages service situations fluently in the other domestic language and one foreign language Making use of in addition to the training language, manages language skills in customer service situations in service Sector-specific can further help Finnish or Swedish and the language skills in education in a foreign language customer proceed in a service situation in one other language in addition to the training language, manages service situations in Finnish or Swedish and in one other language in addition to the training language, serves the customers in Finnish or Swedish and manages service situations fluently in one other language

15 12 Taking aesthetics and sustainable development into consideration in their work under guidance, work following the aesthetic principles of the field (e.g., the comfort of the working environment or factors affecting the appearance of the end result of the work) work following the aesthetic principles of the sector, for example the comfort of the working environment or factors affecting the appearance of the end result of the work under guidance, follow follow the working and the working and operat-operatining methods, in line line with sustainable methods, in with sustainable development, required in the in the vocation. development, required vocation. make use of the aesthetic principles of the field in their work in a versatile manner, for example act to promote factors that affect the comfort of the working environment or the appearance of the end result of the work independently follow the working and operating methods, in line with sustainable development, required in the vocation, and bring up development needs. Targets of assessment Assessment criteria 4. Key competences for Satisfactory 1 Good 2 Excellent 3 lifelong learning Students or candidates Learning and find information and problem solving own work, but need plan and assess their guidance in new situations or as the working environment changes find information, plan their own work and assess the success of the work while the work is in progress, are willing to learn, act following any feedback received, independently cope with changing situations and in situations in which a choice needs to be made show initiative in finding information, independently plan tasks that they are responsible for, assess the success of their work and justify their assessments, like learning, act independently and use alternative operating methods in different situations, find possibilities to develop themselves

16 13 Interaction and cooperation follow the instructions issued for interactive situations when acting in their own learning and work community, complete the tasks they are responsible for but sometimes need guidance, are able to work with different people in the work community and team and ask for assistance from others if necessary act in various interactive situations as required by the situation (e.g., in their learning and work com- munity), complete the tasks they are responsible for carefully and as a team member, work with different people in a work com- munity and team express themselves clearly and constructively intro- duce various points of view, act responsibly, cooperatively and equally with different people and as a member of a team, support and assist others and take the employee performing the next stage into consideration in their work Vocational ethics observe any ethical instructions issued and agreements, regulations and schedules at the workplace observe any ethical instructions issued and agreements, regulations and schedules observe the values, objectives, ethical instructions, agreements and regulations of the learning or work community in varying situations and keep to schedules Health, safety and ability to function follow the safety instructions issued for the job without causing danger to themselves or others, use the personal protective equipment, tools and working methods safely by following instructions, mainly work ergonomically. comply with the work com- munity instructions, taking into account in their work the safety of the members of the work community and the working environment, ensure the safety of the tools and materials, work ergonomically. follow the instructions of the work community and take into consideration in their work the safety of the work community members and the working environment, recognise hazards and risks and inform others of them, use safe and varying working methods with a suitable workload and observe ergonomics. Ways of demonstrating vocational skills The student or candidate demonstrates their vocational skill in giving haircuts or shaves by giving care treatments of hair and scalp, haircuts and shaves to customers, and their language skills in a customer service situation in a hairdressing salon or other environment that is as similar as possible to the conditions of a job in the field, based upon one of the targets of assessment described in the Table above. Work is to be performed to an extent that makes it possible to establish that the student's or candidate's vocational skills comprehensively meet the skills requirements, targets of assessment and assessment criteria defined in the qualification requirements.

17 14 A vocational skills demonstration may be continued in another workplace/workstation or in another location determined by the education provider to ensure that the skills demonstration is sufficiently comprehensive. To the extent that the vocational skills requirements of a unit cannot be demonstrated in full in a vocational skills demonstration, it is to be completed with other assessment of competence Hairstyles and make-up Vocational skills requirements Students or candidates will be able to design and implement hairstyles for customers with hair of varying lengths and using different techniques wash the customer s hair finish the hairstyles use the products, tools and materials needed for hairstyles attach a hair extension/pouf or accessory design and apply various types of make-up use the products and tools needed in applying make-up take fashion into consideration when designing hair styles and make-up take form theory into account in hair styles and make-up recommend and sell to the customer home care products for hair styles and make-up and guide the customer in their use act in various situations pertaining to customer service and interaction acquire information from various sources take into consideration entrepreneurship and responsibility in their work promote the safety of their activities and a responsible attitude in their work maintain a healthy lifestyle, interpersonal relationships within their community and their ability to function and work maintain an ergonomic, hygienic, healthy and safe working environment identify hazards related to work and the working environment and harmful effects on health, anticipate them and protect themselves from them follow the principles of vocational ethics take into consideration sustainable development assess their own work. Assessment of competence Targets of assessment 1. Mastering the work process Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates

18 15 Designing hair styles and make-up draw up practicable plans for hair styles and make-up and follow work instructions recognise the various possibilities for hair styles and make-up and take customer wishes into consideration take into account the possibilities for hair and make- up as well as those offered by fashion in proportion to the customer s wishes and style Washing of hair wash a customer s hair as required by the job wash hair as required by wash hair as required by the job, taking into con-thsideration the customsideration the custom- job, taking into coner s hair quality er s hair quality and making use of their product knowledge Implementing a hair style implement a hair style following a plan produce designs, do the preparatory work and style hair in a manner that suits the customer implement hair styles creatively and in a manner that is versatile and suits the customer, justify their choices Finishing a hair style finish a hair style following a plan finish a hair style in a manner that suits the customer finish a hair style in a manner that is versatile and suits the customer, justify their choices Make-up apply make-up on a customer (everyday wear and for special occasions) following a plan apply make-up in a manner that suits the customer, making use of the most common techniques apply make-up creatively and using versatile techniques in a manner that suits the customer, justify their choices Customer service and customer guidance serve the customers in a friendly manner and guide them in the use of home care products present home care products to the customers and guide them in their use according to customer needs sell home care products to the customers and guide them in their use, recommend additional services Taking health, safety and ability to function into account have a positive attitude to safe operations, avoid risks in their work and maintain their ability to function and work under guidance independently assume responsibility for safety of their work and work to maintain a healthy lifestyle and their ability to function and work independently develop the safety of their operations and versatile ways of maintaining and promoting a healthy lifestyle and their ability to function and work

19 16 take safety and health aspects into consideration in the planning of their own work and maintain safety, hygiene and ergonomics in the working environment in familiar situations take safety and health aspects into consideration in the planning of their own work and maintain safety, hygiene and ergonomics in the working environment. independently take safety and health aspects into consideration in the planning of their own work and also apply what they have learnt in unexpected situations. Selfassessment and time use assess the end result of assess the end result of assess the end result of a hair style and make-up a hair style and make-up a hair style and make-up and their own work, and their own work for and their own work usually keep to the time the most part realistically realistically and with reserved for the treatmenttiative, and of their own ini- justifications in compar- keep to the time ison to the plan, keep to reserved for the treatment. the time reserved for the treatment, develop their working methods. Targets of assessment 2. Mastering the work method, equipment and material Mastering of styling techniques Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates do hair styles for hair of do hair styles for hair of do hair styles for hair of varying lengths using basic techniques by following instructions (rollers, blow- dryer, finger curls, pressing and styling irons) varying lengths using suit- able techniques varying lengths with versa- tile and suitable techniques and justify their choices Mastering the use of tools use the most common tools in hair styles and make-up according to instructions select suitable tools for hair styles and make-up and use them use versatile tools that are justifiable for the end results for hair styles and make-up Attaching an attach an accessory, hair attach an accessory, hair attach an accessory, hair accessory, hair extension or pouf firmly extension or pouf in extension or pouf in the extension or pouf in hair according to instructions hair firmly and in a manner that suits the customer hair firmly, discreetly and in a manner that suits the customer

20 17 Mastering the use of products use styling and finishing products in hair styles and suitable products for make- up, select these according to instructions use suitable styling and finishing products in hair styles and suitable products for make-up use styling and finishing products in hair styles in a manner that is versatile and suits the customer, justify the benefits of the products used to facilitate and support the style to the customer, for makeup use products suitable to the customer in a versatile manner, take into consideration any allergies the customer may have Taking health, follow the instructions safety and issued, do not cause ability to hazards through their function into own activities, act appropriately in cases of account accidents, hazards and threats. follow the instructions observe and recognise of the work community hazards related to their and show consideration work and report them. for other members of their work community. Targets of assessment 3. Underpinning knowledge Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates Enhancing the customer s style and taking form theory into account use their knowledge of enhancing the customer s style and form theory when doing hair styles use their knowledge of style and form in hair styling and select a style that suits the customer justify their decisions to select styles based upon style and form theory Taking fashion into account make use of hair fashions in styling interpret and implement apply hair fashions in a hair fashions when styling a customer s hair customer wishes into justified manner, taking account Mastering the professional terminology of styling use professional terminology in their work under guidance use professional terminology in their work use professional terminology in their work fluently and appropriately in each situation

21 18 Acquiring information find information to support their work in the most common sources of the field and are able to make use of it by following instructions find information to independently and in a support their work in versatile manner find various trade and fashion magazines and elec- their work in trade and information to support tronic media, are able fashion magazines as to make use of it well as electronic media, apply it to their work in a manner that suits the customer work under guidance following the aesthetic principles of the field (e.g., comfort of the working environment or factors affecting the appearance of the end result of the work) follow the working and operating methods, in line with sustainable development, required in the vocation. work following the aesthetic principles of the sector, (e.g., comfort of the working environment or factors affecting the appearance of the end result of the work) make use of the aesthetic principles of the field in their work in a versatile manner, for example act to promote factors that affect the comfort of the working environment or the appearance of the end result of the work show initiative in following the working and the instructions and independently follow operating methods, in operating methods, in line with sustainable line with sustainable development, required development, required in the vocation. in the vocation and bring up development needs. Targets of assessment Assessment criteria 4. Key competences for Satisfactory 1 Good 2 Excellent 3 lifelong learning Students or candidates

22 19 Learning and find information and problem solving own work, but need plan and assess their guidance in new situations or as the working environment changes Interaction and cooperation follow the instructions given for interactive situations in their work, complete the tasks they are responsible for by following instructions, are able to work with different people in the work community and customer service, ask for assistance from others as necessary find information, plan their own work and assess the success of the work while the work is in progress, are willing to learn, act upon any feed- back received, show initiative in coping with changing situations and selecting alternative lines of action act in various interactive situations as required by the situation (e.g., in learning situations, the work community and customer service), complete the tasks they are responsible for carefully and as a team member, work with different people in a work community and customer service show initiative in finding information, independently plan tasks that they are responsible for and assess the success of their work and justify their assessments, enjoy learning, act independently and use alternative operating methods in different situations, seek possibilities to develop themselves express themselves clearly and constructively introduce various points of view, act responsibly, co-operatively and equally with different people in the work community and customer service, support and assist others and take the employee performing the next stage into consideration in their work Vocational ethics observe any ethical instructions issued and agreements, regulations and schedules observe any ethical instructions issued and agreements, regulations and schedules act in line with the values, objectives, ethical instructions, agreements and regulations of the learning or work community in varying situations and keep to schedules

23 20 Health, safety and ability to function follow safety instructions issued on the job without causing danger to them- selves or others, use tools, working methods and personal protective equipment safely according to instructions, mainly work ergonomically. follow the instructions of the work community, taking into account the safety of the members of the work community, the customers and the working environment, ensure the safety of tools, products and materials, work ergonomically. follow the instructions of the work community and take into consideration in their work the safety of the work community members, customers and the working environment, recognise hazards and risks and inform others of the hazards and risks they observe, use safe and varying working methods with a suitable workload, taking ergonomics into account. Ways of demonstrating vocational skills The student or candidate demonstrates their vocational skill in hair styling and applying make-up by styling hair of varying lengths and applying make-up for customers in a hairdressing salon or other environment that is as similar as possible to the conditions of a job in the field. Work is to be performed to an extent that makes it possible to establish that the student's or candidate's vocational skills comprehensively meet the skills requirements, targets of assessment and assessment criteria defined in the qualification requirements. A vocational skills demonstration may be continued in another workplace/workstation or in another location determined by the education provider to ensure that the skills demonstration is sufficiently comprehensive. To the extent that the vocational skills requirements of a unit cannot be demonstrated in full in a vocational skills demonstration, it is to be completed with other assessment of competence Dyeing treatments Vocational skills requirements Students or candidates will be able to plan and implement a dyeing treatment for a customer s hair and beard perform the necessary preliminary and after-care steps for dyeing dye hair and beard using various techniques bleach and make highlights in hair and remove dye from hair dye eyelashes and shape and dye eyebrows recommend and sell to customers home care products and guide the customer in the home care of dyed hair make use of the general principles of colour theory know the chemical properties and operating principles of dye products act in various situations pertaining to customer service and interaction

24 21 promote the safety of their actions and a responsible attitude in their work maintain a healthy lifestyle, interpersonal relationships within their community and their ability to function and work maintain ergonomics, hygiene, health and safety in the working environment identify hazards related to work and the working environment and harmful effects on health, anticipate them and protect themselves from them follow the principles of vocational ethics take into consideration sustainable development apply mathematics and natural sciences in their work assess their own work. Assessment of competence Targets of assessment 1. Mastering the work process Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates Planning a plan the dyeing of hair dye treatment by following instructions and take into consideration the necessary preliminary and aftercare steps in dyeing Implementing the dye treatment under guidance, take into account the condition of the hair and scalp when selecting products for dyeing dye hair and/or beard following a plan, ask about customer wishes independently plan a dye treatment and take into consideration in their plans factors associated with the customer s style and the necessary preliminary and after-care steps of dyeing take into account the condition of the hair and scalp when selecting products for dyeing dye hair and/or beard following a plan using versatile techniques (e.g., highlights, multitone and bleaching), take into consideration customer wishes independently plan an individual dye treatment, take the necessary preliminary and aftercare steps of dyeing into account and justify their choices take into account the condition of the hair and scalp and the customer s possible allergies when selecting products for dyeing use versatile techniques to dye hair and/or beard, enhance the customer s style and take into account the planned cut and style

25 22 dye eyebrows and lashes hygienically and shape the eyebrows in a manner that suits the customer dye eyebrows and lashes tidily and hygienically and shape the eyebrows in a manner that suits the customer dye eyebrows and lashes and shape eyebrows to a high standard taking the customer s facial features into account under guidance, use the use the basic calculations needed for dyeing basic calculations needed for dyeing use and apply the basic calculations needed for dyeing Washing of hair wash a customer s hair as required by the job wash hair taking the dyeing technique into account wash hair taking the dyeing technique into account and making use of their product knowledge Customer service and customer guidance serve the customers in a friendly manner and guide them in the use of home care products present home care products to the customers and guide them in their use according to customer needs sell home care products to the customers and guide them in their use according to customer needs, recommend additional services Taking health, safety and ability to function into account have a positive attitude towards occupational safety, avoid risks in their work, maintain their ability to function and work under guidance independently assume responsibility for the safety of their work and work to maintain a healthy lifestyle and their ability to function and work independently develop the safety of their activities and versatile ways of maintaining and promoting a healthy lifestyle and their ability to function and work take safety and health aspects into consideration in the planning of their own work and maintain the safety, hygiene and ergonomics of the customer and the working environment in familiar situations take safety and health independently take safety and health aspects aspects into consideration in the planning of and the safety of the their own work and customer and the working environment into maintain the safety, hygiene and ergonomics consideration in the of the customer and the planning of their own working environment. work, also apply what they have learnt in unexpected situations.

26 23 Selfassessment and time use assess the end result of a dye treatment and their own work, usually keep to the time reserved for the treatment. assess the end result of a dye treatment and their own work for the most part realistically and of their own initiative, keep to the time reserved for the treatment. assess the end result of a dye treatment and their own work realistically and with justifications in comparison to the plan, keep to the time reserved for the treatment, develop their working methods. Targets of assessment 2. Mastering the work method, equipment and material Mastering of dyeing techniques Using tools / equipment Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates use various dyeing tech- use various dyeing tech- independently apply niques (spreading of niques and methods in various dyeing techniques and methods in dye, dye removal, various high- lighting tech- customer a manner that suits the a manner that suits the niques) customer, justify their choices work with various dyeing tools and use equipment following instructions, work tidily (protection of the customer and employee) work with various dyeing tools/equipment skillfully, tidily and hygienically (protection of the customer and employee) master various dyeing tools/equipment and justify their use, work tidily and hygienically (protection of customer and employee) Mastering the use of products select and use various dyeing products according to instructions use products based upon the selected dyeing method master the products associated with dyeing and their use, justify their choices Taking health, follow the instructions safety and is- sued, do not cause ability to hazards through their function into own activities, act appropriately in cases of account accidents, hazards and threats follow the instructions observe and recognise of the work community hazards related to their and show consideration work and report them for other members of their work community

27 24 use personal protective equipment, tools and work- ing methods safely accord- ing to instructions. ensure the safety of tools and materials before use, remove and take faulty tools to be serviced. assess the suitability of tools and methods for the task in question. Targets of assessment 3. Underpinning knowledge Assessment criteria Satisfactory 1 Good 2 Excellent 3 Students or candidates Making use of take some of the general principles of colour ples of colour theory take the general princi- colour theory theory into account in into ac- count in their their work work apply their knowledge of colour theory in a versatile manner in dye treatments Making use of recognise various hair select the appropriate know- ledge of skin and qualities and scalp problems, under guidance dye treatment based upon the condition of select a dye treat- hair structure ment based upon the condition of the hair the hair and scalp and are familiar with the harmful health effects and scalp and are familiar of products with the harmful health effects of products make use of their knowledge of skin and hair structure in selecting a dye treatment for the customer, are able to justify their selection, know about the harmful health effects of products Mastering of the chemical knowledge base of dyeing take the operating principles of the products used in dyeing into account take the chemical reactions of the most common dye treatments into account in their work take the operating principles of the products used in dyeing into account take the chemical reactions of the most common dye treatments and their significance into account in dyeing master the chemical tasks and operating principles of the products used in dyeing and take their active ingredients into account, take the knowledge base into consideration in their work master the chemical reactions of various dyes, bleaching and dye removal and their impacts upon the hair and scalp, take the knowledge base into ac- count in their work

28 25 Taking hair fashions into account take hair fashions into take hair fashions and ac- count when dyeing a customer wishes into customer s hair account when dyeing a customer s hair apply dye fashions for the customer taking into consideration the customer s style and wishes Use of professional terminology use core professional terminology when planning a dye treatment describe their dye treatment plan using professional terminology describe their plan using professional terminology and explain the plan to the customer in standard language Acquiring information find information in the find information in most common sources various professional of the hair care field, publications are able to make use of of the hair care field this information under and make use of it in guidance to solve problems. problem solving. find versatile information about dye treatments in various sources of the hair care field, such as training and publications, and apply the information to customer situations that present problems. Targets of assessment Assessment criteria 4. Key competences for Satisfactory 1 Good 2 Excellent 3 lifelong learning Students or candidates Learning and find information and problem solving own work, but need plan and assess their guidance in new situations or as the working environment changes find information, plan their own work and assess the success of the work while the work is in progress, are willing to learn, act upon any feedback, show initiative in coping with changing situations and in situations in which a choice needs to be made show initiative in finding information, independently plan tasks that they are responsible for, assess the success of their work and justify their assessments, enjoy learning, act independently and use alternative operating methods in different situations, seek possibilities to develop themselves