Assessor Resource

WRBFS202B
Design and apply make-up

Assessment tool

Version 1.0
Issue Date: March 2024


This unit requires the operator to analyse the clients skin type, facial shape and required context to design a make-up and apply appropriate products and techniques. The operator is also required to demonstrate the use of products, tools and techniques to the client. This unit requires knowledge and skill in the safe use of products and the application of legislation and policy, particularly in regard to hygiene.

In the context of an assessment-only and/or a training delivery and assessment pathway, units of competency which relate to this unit are identified in the Evidence Guide of this unit.

This unit describes the skills and knowledge required to design and apply suitable make-up techniques for domestic street wear, business, pleasure, social and special occasions for various times of the day or night. This competency may apply to a range of roles in the workplace.

This unit is equivalent to and replaces WRB21A Design and Apply Make Up, as packaged in WRB99.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

Not applicable.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide describes the underpinning knowledge and skills that must be demonstrated to prove competence. It is essential for assessment and must be read in conjunction with the performance criteria, the range statement and the assessment guidelines of the relevant Training Package.

Overview of assessment requirements

A person who demonstrates competency in this standard must be able to communicate effectively with a range of clients to analyse skin types/conditions, facial shapes and required contexts and design and apply appropriate make-up. The evidence provided must demonstrate skill in skin cleansing and advising on and demonstrating products and application techniques to clients, including the application of false lashes. Knowledge and skill in applying relevant legislation and workplace policies and procedures must also be demonstrated.

Specific evidence requirements

Critical aspects of evidence required to demonstrate competency in this unit

Knowledge and consistent application of workplace policies and procedures and the application of safe work practices in regard to the design and application of make-up.

Knowledge and consistent application of relevant Federal, State and local health and hygiene regulations.

Recognising and managing contra-indications and adverse effects.

Knowledge of the transmission routes of infectious conditions and skills in the application of standard infection control precautions.

Reading, accurately interpreting and consistently applying manufacturer instructions for products, tools and equipment.

Consistently using effective questioning and active listening techniques to consult, reassure and negotiate with clients while maintaining discretion, tact and confidentiality.

Analysing the client's face and the context, and designing and recording a make-up plan, including:

facial areas requiring highlighting/shading

product application techniques

areas requiring corrective make-up

recognition of client image and occasion

colour design principles

application to natural and artificial lighting.

Knowledge and skill in the application of a variety of make-up products.

Knowledge and skill in the application of make-up products for a variety of skin types/conditions.

Knowledge and skill in the application of make-up for a variety of contexts.

Consistently using time effectively and controlling product waste.

Evaluating a make-up and advising and demonstrating techniques of self application to the client.

Context of assessment

For valid and reliable assessment of this unit, competency should be consistently demonstrated over a period of time and observed by the assessor and/or the technical expert working in partnership with the assessor. The technical expert may include the beauty therapist and/or an experienced person at the workplace.

Competency should be demonstrated in the workplace or a simulated workplace environment in a range of situations which may include client interruptions and involvement in other related activities normally expected in the workplace. For further guidance on the use of an appropriate simulated environment, refer to page 32 of the Assessment Guidelines in this Training Package.

Relationship to other units

In the context of an assessment-only and/or a training delivery and assessment pathway, all units which relate to a job function can be integrated for assessment purposes.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of tasks in an actual or simulated work environment, over sufficient time to demonstrate his/her handling of a range of contingencies. Tasks may include:

preparing and performing a face cleansing procedure

selecting and applying the appropriate make-up according to the make-up plan

advising on aftercare products according to client needs

written and/or oral questioning to assess knowledge and understanding of relevant make-up techniques, including safe use of products and relevant legislation. Questions will be asked in a manner appropriate to the language and literacy level of the learner.

completing workplace documentation relevant to the design and application of make-up.

third party reports from experienced beauty professionals in the workplace.

completion of self-paced learning materials, including personal reflection and feedback from trainer/coach/supervisor.

Evidence required for demonstration of consistent performance

For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.

It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.

Evidence should be gathered as part of the learning process.

Required skills and knowledge to achieve the performance criteria

Skills

Responding to contra-indications and adverse effects.

Determining the physical appearance of:

various skin types

abnormal skin conditions

minor skin blemishes.

Analysing the client's face and requirements and designing a make-up plan using the following information:

colour analysis

skin types and conditions

context.

Applying a range of cleansing and make-up products.

Language, literacy and numeracy skills relevant to the role and workplace requirements.

Knowledge

The provisions of relevant health and hygiene regulations/requirements.

The provisions of relevant Occupational Health and Safety regulations/requirements.

Infection control procedures and the application of universal precautions.

Workplace policies and procedures in regard to the performance of a make-up service.

The appearance of contra-indications and adverse effects.

Facial shapes and their relationship to the elements and principles of design.

Anatomy and physiology of the skin and skin structures as it relates to make-up services, including a simplified cross-section of skin.

Body systems as listed below, in regard to their relationship to facial and body shapes and to the skin, muscles and nerves:

integumentary

skeletal and muscular

nervous system and its relationship to skin sensations

circulatory systems and their relationship to skin function.

The following in regard to make-up services:

effects of lighting natural/artificial on cosmetics

colour design principles

colour wheel, primary, secondary, complementary colours, grey scale

tonal value

differences between tone, value, hue and shade.

Cosmetic chemistry/ingredients in relevant make-up products particularly in regard to their likely effects on the skin.

Colour physics and its use in make-up application.

Awareness of the effect of changes created by specific make-up products and colour application techniques.

The workplace product range.

The effects and benefits of a defined range of workplace make-up products.

Specific resources required for assessment

Relevant documentation such as:

workplace policy and procedures manuals.

Access to a range of clients with different requirements.

A range of tools and products appropriate to the beauty workplace.

Product labels and sources of product information.

A qualified workplace assessor or assessment team.

Key competencies

The seven key competencies represent generic skills considered for effective work participation. The numbering against each of the key competencies indicates the performance level required in this unit.

Level 1 represents the competence to undertake tasks effectively.

Level 2 represents the competence to manage tasks.

Level 3 represents the competence to use concepts for evaluating and reshaping tasks.

Key Competency

Example of Application

Performance Level

How can communication of ideas and information be applied?

Explaining possible contra-indications and adverse effects to clients will require the communication of ideas and information.

2

How can information be collected, analysed and organised?

Determining a make-up plan will require information to be collected, analysed and organised.

2

How are activities planned and organised?

Identifying and selecting suitable products and tools to complete a make-up plan will require activities to be planned and organised.

1

How can team work be applied?

Maintaining knowledge of salon/store policies and procedures and relevant legislation will require the application of teamwork.

1

How can the use of mathematical ideas and techniques be applied?

Minimising waste will require the use of mathematical ideas and techniques.

1

How can problem solving skills be applied?

Identifying facial areas requiring corrective make-up will require problem solving skills.

1

How can the use of technology be applied?

Using tools and equipment may require the use of technology.

1


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Not applicable.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance.

The following variables may be present with training and assessment depending on the work situation, needs of the trainee, accessibility of the item, and local industry and regional contexts. Bold italicised text from the performance criteria is detailed here.

Clients may include but are not limited to:

new or regular clients with routine or special needs.

Contra-indications may include but are not limited to:

bacterial, viral or fungal infections

acne

impetigo

warts

lice

scabies

rashes

boils/carbuncles

sun burn

candidiasis

other visible non-normal skin.

Appropriate professional may include but is not limited to:

medical practitioner

complementary therapist.

Skin type/condition may include but is not limited to:

normal

dry

oily

combination

sensitive

pigmented

couperose

damaged

mature.

Cleansing products may include but are not limited to

soaps

milks

creams.

Colour design principles may include but are not limited to:

tonal values

colour wheel.

Make-up plan may include but is not limited to:

client's facial shape

highlighting/shading techniques

areas requiring correction/camouflage

context:

business

social

day/evening

special occasion.

Make-up products may include but are not limited to:

oil based, water based, solid or fluid with varying degrees of coverage and pigmentation

pre-make-up products and stabilisers

concealers

foundation (liquid/solid)

powders

eyeshadows

eyeliners

blushers

mascaras

false lashes

lipsticks

pencils.

Tools and equipment may include but are not limited to:

brushes

sponges

applicators

pallets

lash curlers

tweezers

magnifying mirror

containers/trays

pencil sharpeners

spatulas

make-up box.

Relevant legislation may include but is not limited to

Federal, State and local health and hygiene regulations

Occupational Health and Safety regulations

industry Codes of Practice.

Workplace policies and procedures may include but are not limited to:

health and hygiene

workplace time frame allocated for the performance of the service

product range and manufacturer instructions

waste disposal

waste minimisation.

Adverse effects may include but are not limited to:

product reactions.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Client is prepared for service. 
Contra-indications are identified, explained to client and referred to appropriate professional where required. 
Client's skin type/condition is assessed to determine appropriate product application techniques. 
Suitable cleansing products are identified for client's skin type/different areas of face. 
Client's skin is thoroughly cleansed. 
Facial shapes and areas are assessed to determine correct product application. 
Facial areas requiring corrective/camouflage make-up are identified and client advised accordingly. 
Image is identified to design for occasion and wear suitability. 
Colour design principles are applied according to client requirements. 
Make-up plan is designed, noted and agreed with client. 
Suitable make-up products are selected and agreed with client. 
Tools and equipment are identified and selected according to product manufacturer recommendations and make-up plan. 
Correct usage and care of make-up and equipment is identified and applied according to manufacturer recommendations, relevant legislation and workplace policies and procedures. 
Products, tools and equipment are applied sequentially according to make-up plan, manufacturer recommendations, relevant legislation and workplace policies and procedures. 
Procedures and products are explained to client during application. 
Make-up application is evaluated against client expectation/specified outcomes. 
Patch test is performed and evaluated to determine adverse effects. 
Materials are applied sequentially according to manufacturer recommendations and workplace policies and procedures. 
Service is evaluated against client's agreed treatment plan. 
Client is advised of suitable homecare products/techniques to maintain application. 
Products, tools and equipment used are clearly explained and application is demonstrated as required. 
Possible contra-indications and adverse effects are explained to client. 

Forms

Assessment Cover Sheet

WRBFS202B - Design and apply make-up
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

WRBFS202B - Design and apply make-up

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: