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 SIHHHSC301A, 'Apply the principles of hairdressing science'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply the principles of hairdressing science' 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. Apply knowledge of skin structure and function. | 1.1. Identify and apply knowledge of the main structure, functions and role of the skin to the provision of hairdressing services. 1.2. Apply knowledge of the structure andfunction of the glands of the skin to the provision of hairdressing services. 1.3. Identify the physical effects of scalp treatments on the skin and relate to the performance of hairdressing treatments. |
2. Apply knowledge of hair structure and function. | 2.1. Identify the main functions and role of hair to provide hairdressing services. 2.2. Identify the glands and muscles associated with the hair and hair follicles. 2.3. Recognise the structural and cellular features of hair and hair follicles. 2.4. Apply knowledge of the process of hair growth and the hair growth cycle to the provision of hairdressing services. 2.5. Recognise the characteristics of normal and damaged hair. 2.6. Identify factors affecting hair colour and chemical reformation and apply this knowledge in designing and performing treatments. 2.7. Recognise the physical effects of hairdressing services. |
3. Apply knowledge of cosmetic chemistry. | 3.1. Identify relevant concepts of cosmetic chemistry and relate to the safe performance of hairdressing services. 3.2. Assess the actions of the range of chemicals used in hairdressing treatments and relate to the selection and performance of hairdressing services. 3.3. Base assessment of suitability of the hair for chemical services on analysis of the effect of previous chemical services or environmental factors on the condition of the hair. |
4. Apply knowledge of hairdressing products. | 4.1. Assess the formulation of a range of hairdressing products in relation to the product purpose and action on the hair. 4.2. Identify contraindications where they relate to client health and safety, hair condition and potential service outcomes. 4.3. Select appropriate product based on hair and scalp analysis and desired action on hair. |
5. Promote hair and scalp care. | 5.1. Apply knowledge of the physical and chemical actions of a range of hairdressing products during services, to maximise the promotion of hair and scalp care, and client and operator safety. 5.2. Apply knowledge of potential environmental damage to hair, when providing after-care service and advice. |