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 SIHHOHS201A, 'Apply salon safety procedures'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply salon safety procedures' 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. Handle and use chemicals safely. | 1.1. Recognise the symptoms, causes and common forms of occupational contact dermatitis and implement salon preventative self-care routines. 1.2. Wear protective gloves for hairdressing chemical services, according to product safety data and salon preventative routines. 1.3. Wear facial masks and goggles when mixing colour and lightening products, according to product safety data sheets and salon procedures. 1.4. Protect skin in regular contact with water and shampoo by regular application of skin protective barrier creams. 1.5. Wear protective gloves when diluting cleaning and disinfecting products, according to product instructions and salon procedures. 1.6. Follow salon procedures to minimise water and product waste. |
2. Handle hairdressing equipment safely. | 2.1. Hold scissors with points away from the body and pass with handles away from the body. 2.2. Wipe scissor blades with care away from the body and towards the point. 2.3. Remove, replace and dispose of used razor blades, according to salon procedures and state or territory health regulations. 2.4. Switch off electrical sockets when inserting and removing plugs on thermal equipment. 2.5. Withdraw equipment with loose wires, according to salon maintenance procedures. |
3. Practise personal hygiene and healthy posture. | 3.1. Wash hands with anti-bacterial cleanser before and after client contact. 3.2. Implement salon procedures after known contact with infectious disorders of the hair and scalp. 3.3. Wear posture-supportive closed toe footwear in the salon. 3.4. Avoid operator bending and stretching by adjusting client chairs up or down where possible. 3.5. Maintain posture that includes straight back and shoulders when bending from the knees. |
4. Apply basic safety procedures. | 4.1. Follow safety procedures to achieve a safe work environment, according to relevant OHS legislation and codes of practice, relating to particular hazards in the industry or workplace. 4.2. Identify and report unsafe working practices, including faulty plant and equipment, according to salon policy and procedures. 4.3. Manage dangerous goods and substances according to salon policy and relevant legislation. 4.4. Identify potential manual-handling risks and manage manual-handling tasks, according to salon policy. 4.5. Report work-related incidents and accidents to designated personnel. 4.6. Participate in consultative processes and procedures for OHS. |
5. Apply basic emergency procedures. | 5.1. Follow fire and emergency procedures, including salon evacuation, according to salon policy and legislation. 5.2. Identify designated personnel responsible for first aid and evacuation procedures. 5.3. Accurately identify safety alarms. |