Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SIHHHCS305A Mapping and Delivery Guide
Apply over-comb techniques

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SIHHHCS305A - Apply over-comb techniques
Description This unit describes the performance outcomes, skills and knowledge required to apply over-comb techniques.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to hairdressers in salon environments who plan and then select tools and equipment, to apply scissor-over-comb and clipper-over-comb techniques, to remove bulk, to blend different structures within haircuts and to outline or blend perimeters on specific haircut finishes. A person undertaking this role applies discretion and judgement and accepts responsibility for outcomes of own work.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites SIHHHCS301A Design haircut structures
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan tapered haircut structures.
  • Produce a haircut plan to represent the haircut structure.
  • Select appropriate tools and over-comb techniques to achieve planned haircut finish.
       
Element: Apply scissor-over-comb techniques.
  • Apply scissor-over-comb techniques in a logical sequence and pattern and with a continuous comb and scissoring action to the exterior of the haircut.
  • Enable access and application of technique by adjusting position of client’s head and neck during service.
  • Apply scissors over the fine or coarse end of the comb to vary taper effect ona variety of neckline shapes and lengths, according to the haircut plan.
  • Blend structures in the interior and exterior of the haircut by applying scissors and comb at various angles.
       
Element: Apply clipper-over-comb techniques.
  • Apply clipper-over-comb techniques to blend hair lengths according to the haircut plan.
  • Create a variety of neckline shapes by applying clipper-over-comb techniques.
  • Use clippers with attachments to create a variety of haircut effects.
       
Element: Outline haircuts.
  • Use clippers or scissors to mark haircut outlines over and behind ears, where indicated by the haircut plan.
  • Use clippers to outline sideburns where indicated by the haircut plan.
  • Lather neckline, stretch skin and shave in the direction of hair growth ensuring a smooth result without client skin discomfort.
       
Element: Select and apply finishing techniques.
  • Select the appropriate finishing products and equipment.
  • Apply appropriate finishing techniques for tapered structures.
  • Dispose of waste, according to relevant health regulations and salon procedures.
  • Clean or dispose of equipment, according to health regulations and salon procedures.
       


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 provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

selecting tools and tapering techniques appropriate to the planned finish

maintaining hands and cutting tools parallel to the exterior design line when applying over-comb techniques

positioning the head and neck and making any necessary adjustments during service to achieve planned layering effects

using over-comb techniques to blend in tapered area and structures in the interior and exterior of the haircut

outlining tapered haircuts using clippers and scissors or shaving techniques as required

achieving over-comb techniques

applying finishing techniques for tapered structures.

Context of and specific resources for assessment

Assessment must ensure access to:

a salon or a simulated salon environment that includes a range of work situations such as client interruptions and involvement in other related activities normally expected in the salon

an adjustable client chair client

clean client gown or wrap haircutting tools and equipment

a range of clients for haircuts with tapered structures

finishing tools and equipment

relevant documentation, including:

cutting plans

salon procedures.

For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

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

developing plans for tapered haircut structures

applying tapered haircut techniques

applying finishing techniques to tapered haircuts

written or verbal questions appropriate to the language and literacy level of the learner to test knowledge which include:

elements and principles of design

geometric principles related to angles and shapes

review of portfolios of evidence and third-party reports of on-the-job performance by the learner.

Guidance information for assessment

A unit of competency describes an individual skill but people rarely perform one skill at a time. Many skills are combined on a day-to-day basis in the workplace as part of work processes. This does not mean that each skill described by a unit of competency is prerequisite to another— they are related skills.

Holistic assessment with other units relevant to the industry sector, salon and job role is recommended, for example:

SIHHIND201A Maintain and organise tools, equipment and work areas

SIHHOHS201A Apply salon safety procedures

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

Required skills

technical skills to:

develop a haircut plan

apply scissor-over-comb techniques

apply clipper-over-comb techniques

apply serrated scissors to remove bulk

cut outline shapes

blend structures in the interior and exterior of the haircut

mathematical skills to interpret angles and lines in the haircut structure

numeracy skills to calculate exterior and interior lengths in the haircut structure

literacy skills to interpret and follow salon procedures

Required knowledge

the natural distribution and growth patterns of hair

the relationship between quality of hair and the finished result

relationship between the size of the comb and tapering effects

soft and hard lines

different tapered shapes

design guide lines used in layered haircut structures

salon procedures, including:

compliance with state or territory and local government health regulations relevant to the service

environmental protection practices, such as waste minimisation, waste disposal and water efficiency

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Haircut plan must include:

soft and hard interior and exterior design lines

taper width for each section where tapering is planned

structural graphic

a simple line drawing representing the finished haircut design.

Appropriate tools may include:

tapering combs

scissors

serrated scissors

thinning scissors

straight razors

open blade razors

electric clippers

clipper attachments

flat top tools.

Over-comb techniques must include:

high, medium and low graduation

gradation

scissor-over-comb

clipper-over-comb.

The exterior of the haircut may include:

varying width of area up to the occipital bone

high, medium and low graduation

gradation

scissor-over-comb

clipper-over-comb.

Client may include:

men

women

children

people from a range of social, cultural or ethnic backgrounds and with a range of physical and mental abilities.

Taper effects may include:

long

medium

short.

Variety of neckline shapes and lengths may include:

short, medium and long tapered

short, medium, long square and curved necklines.

Finishing products and equipment may include:

blow dryers

brushes

combs

dressings

waxes.

Finishing techniques may include:

drying using electrical equipment

finger drying

natural drying using finishing products.

Salon procedures must include:

procedures that comply with state or territory and local government health regulations relevant to the service

occupational health and safety

environmental protection practices, such as waste disposal.

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
Produce a haircut plan to represent the haircut structure. 
Select appropriate tools and over-comb techniques to achieve planned haircut finish. 
Apply scissor-over-comb techniques in a logical sequence and pattern and with a continuous comb and scissoring action to the exterior of the haircut. 
Enable access and application of technique by adjusting position of client’s head and neck during service. 
Apply scissors over the fine or coarse end of the comb to vary taper effect ona variety of neckline shapes and lengths, according to the haircut plan. 
Blend structures in the interior and exterior of the haircut by applying scissors and comb at various angles. 
Apply clipper-over-comb techniques to blend hair lengths according to the haircut plan. 
Create a variety of neckline shapes by applying clipper-over-comb techniques. 
Use clippers with attachments to create a variety of haircut effects. 
Use clippers or scissors to mark haircut outlines over and behind ears, where indicated by the haircut plan. 
Use clippers to outline sideburns where indicated by the haircut plan. 
Lather neckline, stretch skin and shave in the direction of hair growth ensuring a smooth result without client skin discomfort. 
Select the appropriate finishing products and equipment. 
Apply appropriate finishing techniques for tapered structures. 
Dispose of waste, according to relevant health regulations and salon procedures. 
Clean or dispose of equipment, according to health regulations and salon procedures. 

Forms

Assessment Cover Sheet

SIHHHCS305A - Apply over-comb techniques
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

SIHHHCS305A - Apply over-comb techniques

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: