Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SIHHCLS303A, 'Design and perform full and partial highlighting techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and perform full and partial highlighting techniques' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Element | Performance Criteria |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Consult with client and prepare for service. | 1.1 Analyse client characteristics through physical and visual examination. 1.2. Discuss client satisfaction or dissatisfaction with current hair colour. 1.3. Establish client expectations through questioning and reference to existing client history. 1.4. Confirm desired degree of lift, colour and tone with client through discussion and reference to colour charts. 1.5. Create a client history for new colour clients. 1.6. Apply wraps and towels to ensure client protection and safety, according to salon procedures. |
2. Select and use products and equipment. | 2.1. Select and individually prepare colour, high lift and bleach products and highlighting andfoiling tools and equipment to achieve desired colour result, and according to product instructions and salon procedures. 2.2. Apply foiling and colour and lightening products evenly to a predetermined pattern and seal to achieve colour effects with no colour bleed. 2.3. Apply foiling within predetermined salon timeframes. 2.4. Follow stages and methods of head on scalp product application quickly, evenly, without overlap, and cross check application for even coverage. 2.5. Apply quick service highlighting techniques with no colour bleed. 2.6. Ensure client and operator comfort and safety at all stages of the service according to relevant legislation, product safety data sheets and salon procedures. |
3. Process and remove product. | 3.1. Time processing through observation to judge desired lift or colour according to product instructions. 3.2. Apply heat acceleration, according to salon procedures, to assist processing. 3.3. Loosen foils or plastic caps and gently remove when processed, using tepid running water to avoid stretch or damage to the hair. 3.4. Remove residual product at the end of processing time according to salon procedures and product instructions. 3.5. Apply and remove after colour conditioners, according to product instructions. 3.6. Use energy water and other resources efficiently during the service to reduce negative environmental impacts. 3.7. Safely dispose waste product to minimise negative environmental impacts. |
4. Review the service and provide home care advice. | 4.1. Review service outcomes and confirm client satisfaction with colour result. 4.2. Advise on appropriate after colour or bleach shampoos and conditioners and suggest sun protection strategies to clients. 4.3. Update client history to include highlighting product selection, technique, processing time, service outcome, home care products recommended and product purchases. |