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Cosmetology (COS) (2010)

© Alberta Education, Canada 
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Program Philosophy & Rationale
Vision

To engage students in learning opportunities through which they discover their interests in practical and purposeful ways.

Introduction

Canadian society experiences continuous social, cultural and economic change, and today’s students must be confident in their ability to respond to change and successfully meet the challenges they face. Whether students enter the work force or continue their education after senior high school, they will be challenged by increased independence and responsibility as they pursue choices and opportunities in their life paths.

Current trends indicate that the majority of new jobs today and in the future will require some form of post-secondary education and that the completion of senior high school will no longer be sufficient. Alberta faces a range of emerging challenges, including the changing nature of work and career paths; the requirement of greater skills and knowledge in many occupations; the introduction of new technologies; changing patterns of education and training; the globalization of the marketplace; labour shortages; and the need for highly skilled, educated and innovative people.

The Career and Technology Studies (CTS) program has been revised and refocused in cooperation with teachers, business and industry representatives, and post-secondary educators to address the emerging trends, challenges and opportunities of today and tomorrow. The result is:

  • a focused program of studies based on credible occupational areas
  • opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes through exploratory courses or a pathways model
  • printed and digital resources that support learning experiences in career fields
  • access to CTS programming through classroom, online, off-campus and other combined approaches to instruction.
Philosophy

The CTS program is designed to develop skills that senior high school students can apply in their daily lives when preparing for entry into the workplace or for further learning opportunities. Through the CTS program, students are provided with opportunities to personalize their learning, identify and explore their interests, manage transitions and build partnerships while developing basic competencies, that is, the attitudes and behaviours that people need to participate and progress in today’s dynamic world of work.

Today’s world of work demands that individuals are able to navigate and build their own career paths while adapting to continual change. This expectation requires a shift in the language used to define “career” as well as a shift in the delivery of career development. Careers are not defined as jobs and occupations, but rather as whole packages of expressed roles, knowledge, choices, passions and experiences. Careers are created by individuals who act upon passions, interests, abilities and other internal factors and combine them with external options and circumstances. Each person’s career path is unique, even though individuals may share common credentials, occupations, work roles, or jobs and experiences.

Ultimately, it is the student who will make his or her own links between school, career development and post-secondary options. Career development requires students to be active in their learning and to develop enthusiasm for lifelong learning that carries them beyond learning in school.

Career development also requires acknowledgement that today’s world is a technological world. Technology affects the environment, one’s standard of living and one’s quality of life. People use technology in the workplace, at home, at school and in sporting and leisure activities. Technology is used to extend possibilities, allowing individuals to intervene in the world through the development of products, systems and environments. Technology is continually changing. It is influenced by and, in turn, influences the cultural, ethical, environmental, political and economic factors of the day, both local and global.

Students in CTS can develop competence and confidence in understanding and using existing technologies and in creating solutions to technological problems. Taking CTS courses contributes to the intellectual and practical development of students, as individuals and as informed members of a technological society.

The CTS program strives to address career development in a way that emphasizes personalized learning, relevance, transitions and partnerships. It does so by:

  • providing opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes so they can be fulfilled, productive citizens
  • providing opportunities for all students to develop the foundations to manage transitions within their learning environment and when moving into further education, training and/or the workplace
  • influencing the growth of a career development culture in schools and communities
  • facilitating the integration and coordination of career development across Kindergarten to Grade 12, advanced education, workplaces and the community.

Students’ interests might lie in working with their hands, working with other people, working in an environment of constantly changing ideas, or working in a career that follows carefully established patterns. All of these areas include a variety of occupations that require more or less education.1

1. “From the Mouths of Middle-Schoolers: Important Changes for High School and College.” Phi Delta Kappan, Vol. 89, No. 03 (November 2007): 189–193. William J. Bushaw. Reprinted with permission of PDK International.

Rationale

CTS courses enable students to make reasoned and effective career decisions and target efforts to meet their goals. Students will have opportunities to expand their knowledge about careers, occupations and job opportunities, as well as the education and/or training requirements involved. Competencies achieved by mastering CTS course outcomes will allow students to make relevant connections with work and/or post-secondary training.

CTS also enables students to develop the confidence they need as they move into adult roles by allowing them to assume increased responsibility for their learning; cultivate their individual talents, interests and abilities; and define and act on their goals. The CTS pathways model includes the following benefits for students, educators and employers.

Benefits for Students

Through the pathways model, students experience:

  • relevant and engaged learning
  • freedom in exploring multiple pathways
  • personally meaningful pathways leading to specialized skills
  • engagement in their interests or passions
  • opportunities to achieve post-secondary credentials while still in senior high school
  • easier transitions from senior high school to post-secondary education or the work force.

Benefits for Educators

Through the pathways model, educators experience:

  • more focused organization of CTS courses
  • a focused and engaged learner
  • greater opportunity for community support.

Benefits for Employers

Through the pathways model, employers experience:

  • employees with specialized skills or post-secondary or industry credentials
  • motivated and engaged employees.
Program Organization
Overview

The CTS Compass above can assist students as they explore and discover their interests and passions.

As students move into the Middle Years, they begin to identify with one or more interest areas: business, communication, resources, technology and/or human service. As students enter senior high school and the CTS program, they begin to identify the occupational cluster or clusters that suit their interests and abilities. As students become more focused, they examine options for occupations based on the National Occupational Classification. With a career goal in mind, students can develop a pathway that leads them directly to an occupation or to post-secondary education.

The organization of the CTS program into clusters provides students, teachers and administrators with opportunities to create exploratory programs, in which students can sample courses of interest, or to use or create focused pathways that lead to specialized skills, external credentials or further education. Career guidance professionals may use this organizational structure to assist students in assessing their educational goals, interests, abilities and skills and to facilitate good matches to the many pathway options possible in the CTS clusters.

CTS Courses

CTS courses are competency-based instructional units defined by learning outcomes that identify what a student is expected to know and be able to do. Courses include outcomes with practical applications, and each course represents approximately 25 hours of access to instruction. CTS courses are weighted at 1 credit each and are divided into three levels of achievement: introductory, intermediate and advanced. Some courses require one or more prerequisites, which are essential for maintaining safety standards, appropriate instructional sequence and articulation with post-secondary programs. CTS courses can be selected by students in an exploratory fashion, or they can be taken as part of an intentional pathway.

For each course, the program of studies lists a general description, the general and specific outcomes, prerequisites and course parameters (e.g., recommendations regarding instructional qualifications, facilities and equipment). The general outcomes are presented in boldface, and the specific outcomes follow immediately in lightface.

Levels of Achievement

Courses are organized into three levels of achievement: introductory, intermediate and advanced. Levels of achievement are not indicators of grade levels. As students progress through the levels, they will be expected to meet higher standards and to demonstrate an increased degree of competence in both the general and specific outcomes.

Introductory level courses help students build daily living skills and form the basis for further learning. Introductory courses prepare students for further experiences in the cluster, pathway or occupational area.

Intermediate level courses build on the competencies developed at the introductory level. They provide a broader perspective, helping students recognize the wide range of related career opportunities available within the cluster.

Advanced level courses refine expertise and help prepare students for entry into the workplace or a related post-secondary program defined within the cluster.

CTS Clusters

A cluster is a group of CTS courses that represents occupations and broad industry commonalities. Clusters in CTS are aligned with the National Occupational Classification (NOC) and function as an organizing tool for the CTS program. (For more information on the NOC, visit the Human Resources and Skills Development Canada Web site at http://www5.hrsdc.gc.ca/NOC/).

The CTS program includes five clusters: Business, Administration, Finance & Information Technology (BIT); Health, Recreation & Human Services (HRH); Media, Design & Communication Arts (MDC); Natural Resources (NAT); and Trades, Manufacturing & Transportation (TMT).

Clusters connect learning outcomes specific to the knowledge, skills and attitudes required for related occupational areas. Clusters:

  • help students choose curriculum and occupational fields for which they have interest and aptitude
  • provide a context for selecting courses specific to a pathway
  • help connect students with exploratory courses of study, allowing students to gain general, transferable skills
  • help students develop specialized skills and knowledge through pathways
  • focus teaching and learning by relating similar knowledge, linking shared skills, guiding career exploration, allowing students to make informed career choices, associating common interests and linking education with relevant real-world experiential activities.

The Five Clusters

Business, Administration, Finance & Information Technology (BIT)
The focus of the BIT cluster is for students to develop and apply important knowledge, skills and attitudes so they can implement efficient systems and strategies of management and marketing and use electronic technologies to collect, structure, manipulate, retrieve and communicate information within individual, family, workplace, community and global contexts.

Health, Recreation & Human Services (HRH)
The focus of the HRH cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide care and services for individuals and groups in a variety of industries, such as health care, recreation, cosmetology, the food industry and the legal system.

Media, Design & Communication Arts (MDC)
The focus of the MDC cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide well designed and aesthetically effective communication solutions.

Natural Resources (NAT)
The focus of the NAT cluster is for students to develop and apply the knowledge, skills and attitudes to work individually and collectively, as private citizens and as members of the work force, toward the conservation and responsible use of energy and natural resources.

Trades, Manufacturing & Transportation (TMT)
The focus of the TMT cluster is for students to develop and apply important knowledge, skills and attitudes relative to the manufacture and assembly of products from individual components and the processing of raw materials into products.

CTS Pathways

Many schools in North America and around the world are now providing students with opportunities to explore their career path through a variety of courses that are organized around common occupational areas. These pathways allow students to follow their natural skills, aptitudes and interests in an organized and progressive way as they work toward goals that may include university, college, apprenticeship training or moving directly into the work force.

Pathways are flexible and they permit students to:

  • explore an occupation or an interest area
  • gain an occupational or a specialized skill set required in the workplace
  • apply relevant learning from academic courses to real-life situations
  • focus their senior high school course plans into a career path.

The pathways model of CTS facilitates making connections between CTS courses and other subjects. Within each CTS cluster, the potential for several pathways exists. These pathways will address the specific skills and knowledge necessary to pursue a full range of career opportunities, including technical and professional career specialties. All pathways, with the exception of credentialed pathways, can be built and modified by students or teachers.

Sample Pathway (BIT): Business Basics

Note: A variety of sample pathways are provided in the Guide to Career and Technology Studies.

Pathways should be designed to prepare students to transition successfully from senior high school to post-secondary education or to employment in an occupational area. Links to post-secondary educational institutions, employers, industry groups and other stakeholders can be included within a pathway.

There are two possible kinds of pathways in the CTS program:

  • 1. Specialized skill pathways provide students with the knowledge, skills and attitudes for employment or further education. These pathways can be customized to meet student, school or community program needs. Courses within such a pathway will prepare students for specific community or job-site skills.

  • 2. Credentialed pathways provide students with post-secondary and/or business and industry credentials or articulation. For students to obtain the desired credential or articulation, all specified course outcomes within the pathway must be met.
Meeting the Diverse Needs of Alberta's Students

Alberta schools include students from a rich variety of backgrounds. These students have a wide range of abilities and needs. Like all school programs, the CTS program has been developed with this diversity in mind. Teachers and instructors should be aware of the individual needs of their students and adapt their instruction and programming accordingly.

First Nations, Métis and Inuit (FNMI) Students

FNMI students in northern and western Canada come from diverse geographic areas with varied cultural and linguistic backgrounds. Teachers and instructors need to understand the diversity of these students’ cultures and experiences. They also need to understand that there are values and cultural traditions shared amongst many Aboriginal Canadians, including the importance of family and the role of Elders in guiding and supporting young people.

FNMI students often have a holistic view of learning—they look for connections through experiential learning. Such connections can be made within the real-world, experiential CTS program. Traditionally, in FNMI cultures, little emphasis was placed upon the written word. Still today, oral communication and practical applications and experiences are important to student learning and understanding. A variety of teaching and assessment strategies can help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of FNMI students.

English as a Second Language or French as a Second Language Students

Immigrants to Alberta come from many different cultural and linguistic backgrounds. Many of these new arrivals become students in Alberta schools, yet their knowledge of English or French may be minimal. Some students who have lived in Canada their entire lives may also be learning to speak English or French as a second (or third) language. The variety of teaching and assessment strategies that can be used in the CTS program may help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of these students.

Students Who Have an Individualized Program Plan (IPP)

Students who have been identified as having special education needs will have an Individualized Program Plan (IPP), which should be used to guide teachers’ planning and instruction. The needs of these students vary greatly from one individual to the next and may range from physical adaptations to the environment or equipment, to arranging for special testing accommodations.

Introductory Courses
COS1010: Personal & Professional Practices

Level: Introductory

Prerequisite: None

Description: Students develop increased appreciation for the significance of personal grooming in various life situations, as well as the knowledge and skills required to maintain a personal health and safety plan.

Outcomes: The student will:

  • 1. appreciate that one’s appearance is a mode of communication with others
    • 1.1 define personal grooming
    • 1.2 describe personal grooming from different points of view; e.g., cultural, personal, classmates, world of work
    • 1.3 identify and describe personal hygiene components of grooming; e.g., skin, hair, face, hand and nail care
    • 1.4 identify grooming practices and conditions that influence:
      • 1.4.1 self-confidence
      • 1.4.2 interpersonal relationships
      • 1.4.3 a sense of well-being
    • 1.5 relate the importance of professional and personal appearance and positive self-concept

  • 2. identify personal practices and products that contribute to wellness
    • 2.1 investigate and describe grooming products and implements available for personal use and professional use
    • 2.2 apply informed decision-making skills in the selection and use of products and appliances and describe the impact these decisions may have on the environment
    • 2.3 identify and describe other components of wellness; e.g., posture, exercise, rest, nutrition
    • 2.4 develop a personal growth and wellness plan

  • 3. create a health and safety plan
    • 3.1 research and identify eight common elements of a health and safety plan
    • 3.2 explain each of the elements, reflecting on occupational health and safety implications
    • 3.3 define health and safety elements relevant to the world of work
    • 3.4 present a health and safety plan, clarifying its relevance to the work world and society in general
    • 3.5 identify personal and public protection and safe work practices
    • 3.6 explain the responsibilities of the employee, employer and government in terms of health and safety
    • 3.7 describe general safety and accident prevention
    • 3.8 list simple safety and first-aid applications; e.g., minor burns, cuts, choking, eye injury, fainting procedures, slip and trip hazards, back safety

  • 4. successfully complete Workplace Hazardous Materials Information System (WHMIS) training
    • 4.1 describe the three key elements of WHMIS
    • 4.2 identify WHMIS hazard symbols
    • 4.3 interpret the Material Safety Data Sheet (MSDS)
    • 4.4 describe the location of a chemical storage area and the proper storage of chemicals
    • 4.5 apply the requirements of WHMIS to the salon by:
      • 4.5.1 describing environmental protections and material handling used in salon applications
      • 4.5.2 describing personal protective equipment (PPE) and practices used in salon applications

  • 5. describe the professional ethics required for salon success
    • 5.1 outline the rules of professional ethics and how they relate to an individual’s professional success
    • 5.2 describe professional ethics
    • 5.3 describe personal ethics

  • 6. identify the purpose of creating and maintaining client records
    • 6.1 identify the process for acquiring client information, including following appropriate legislation; e.g., Personal Information Protection Act (PIPA)
    • 6.2 develop a client record system (e.g., record cards, digital) that includes such things as name, address, birth date, type of service, previous appointments, release forms
    • 6.3 identify methods used to track client appointments; e.g., paper calendar, digital

  • 7. describe infection control procedures and hygiene that apply in salon/spa ecology
    • 7.1 define the term bacteriology
    • 7.2 distinguish between pathogenic and non-pathogenic organisms, bacteria, viruses and fungi
    • 7.3 describe the types of pathogenic bacteria and explain their growth, reproduction and effects on body health
    • 7.4 describe the various levels of infection control and prevention procedures used in the salon or spa
    • 7.5 identify appropriate hand-washing techniques
    • 7.6 discuss the importance of cleaning all equipment and work facilities for clients and staff
    • 7.7 describe personal and public hygiene procedures used in preventing the spread of contagious or communicable diseases, including:
      • 7.7.1 infectious diseases
      • 7.7.2 blood-borne pathogens; e.g., minor cuts, blood spills
      • 7.7.3 bacteria, viruses, fungi and parasites

  • 8. demonstrate basic competencies
    • 8.1 demonstrate fundamental skills to:
      • 8.1.1 communicate
      • 8.1.2 manage information
      • 8.1.3 use numbers
      • 8.1.4 think and solve problems
    • 8.2 demonstrate personal management skills to:
      • 8.2.1 demonstrate positive attitudes and behaviours
      • 8.2.2 be responsible
      • 8.2.3 be adaptable
      • 8.2.4 learn continuously
      • 8.2.5 work safely
    • 8.3 demonstrate teamwork skills to:
      • 8.3.1 work with others
      • 8.3.2 participate in projects and tasks

  • 9. make personal connections to the cluster content and processes to inform possible pathway choices
    • 9.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 9.2 create a connection between a personal inventory and occupational choices
COS1020: Long Hair Design 1

Level: Introductory

Prerequisite: COS1010: Personal & Professional Practices

Description: Students handle hair confidently, brush, comb and part hair correctly and create ropes, knots and two- or three-strand braids.

Parameters: Access to a professional hairstyling facility or laboratory and/or equipment.

Note: Course must be delivered and assessed by a certified journeyperson instructor if a hairstylist trade pathway is being followed.

Outcomes: The student will:

  • 1. define and describe long hair design
    • 1.1 describe the advantages and disadvantages of wearing a long hair design
    • 1.2 name different techniques used to create long hair design; e.g., ropes, knots, braids
    • 1.3 identify and describe the implements and materials used to:
      • 1.3.1 control
      • 1.3.2 direct
      • 1.3.3 part
      • 1.3.4 knot
      • 1.3.5 braid
      • 1.3.6 rope

  • 2. create and properly secure ropes, knots and two- and three-strand braids
    • 2.1 demonstrate correct handling of implements to control, direct and part hair
    • 2.2 create straight, curved and diagonal partings
    • 2.3 create and secure a variety of hair roping, braid and knotting effects, including:
      • 2.3.1 single-strand ropes
      • 2.3.2 double-strand ropes
      • 2.3.3 triple-strand ropes
      • 2.3.4 two-strand braids
      • 2.3.5 three-strand braids
      • 2.3.6 combination braids
      • 2.3.7 knotting techniques
    • 2.4 design, create and secure hairstyle by combining two or more hair design techniques

  • 3. identify and demonstrate safe and sanitary practices
    • 3.1 maintain a clean, sanitary and safe work area
    • 3.2 apply universal precautions related to:
      • 3.2.1 personal protective equipment (PPE)
      • 3.2.2 hand-washing techniques
      • 3.2.3 infectious diseases
      • 3.2.4 blood-borne pathogens; e.g., minor cuts, blood spills
      • 3.2.5 bacteria, viruses, fungi and parasites
      • 3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
    • 3.3 use all materials and products appropriately
    • 3.4 clean, sanitize and return implements and materials to proper storage areas after use
    • 3.5 dispose of waste materials in an environmentally safe manner

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. make personal connections to the cluster content and processes to inform possible pathway choices
    • 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 5.2 create a connection between a personal inventory and occupational choices
COS1910: COS Project A

Level: Introductory

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Introductory project courses must connect with a minimum of two CTS courses, one of which must be at the introductory level and be in the same occupational area as the project course. The other CTS course(s) can be either at the same level or at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. make personal connections to the cluster content and processes to inform possible pathway choices
    • 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 5.2 create a connection between a personal inventory and occupational choices
Intermediate Courses
COS2000: Salon Design

Level: Intermediate

Prerequisite: COS1010: Personal & Professional Practices

Description: Students develop an understanding of the business environment, entrepreneurship and the processes involved in creating a salon.

Supporting Course: EST3010: Spa Awareness

Outcomes: The student will:

  • 1. identify the risks involved in business ownership
    • 1.1 identify factors that can play a part in an entrepreneurial enterprise; e.g., time, energy, money, motivation, industry trends, competition, economy
    • 1.2 identify responsibilities that limit venture alternatives, including:
      • 1.2.1 legal
      • 1.2.2 social
      • 1.2.3 ethical
      • 1.2.4 environmental
      • 1.2.5 cultural
      • 1.2.6 economic

  • 2. explain the importance of drafting a business plan
    • 2.1 develop a rationale for the business
    • 2.2 identify goals and objectives
    • 2.3 provide an overall summary of the business, including:
      • 2.3.1 name
      • 2.3.2 nature
      • 2.3.3 location of business; e.g., mall, stand-alone
    • 2.4 analyze common forms of business ownership with relation to salons; e.g., sole proprietorship, partnership, corporation, franchise, cooperative
    • 2.5 develop a marketing analysis, including:
      • 2.5.1 prevailing economic conditions
      • 2.5.2 target market
      • 2.5.3 competitive analysis
      • 2.5.4 unique selling proposition
      • 2.5.5 methods to promote business; e.g., advertising, sales promotions
    • 2.6 complete a risk assessment of the business
    • 2.7 identify the design and development of the facility, including:
      • 2.7.1 physical layout
      • 2.7.2 product line
      • 2.7.3 pricing
      • 2.7.4 promotion
      • 2.7.5 suppliers and vendors
    • 2.8 identify the day-to-day operations of the business, including:
      • 2.8.1 financial management
      • 2.8.2 technological tools
      • 2.8.3 key personnel and their roles
      • 2.8.4 policies and procedures for staff
      • 2.8.5 client policies
      • 2.8.6 methods of compensation; e.g., independent contractors, salary, commission, tipping
      • 2.8.7 resources for maintaining and protecting the business; e.g., attorney, accountant
    • 2.9 develop a financial plan for the business, including:
      • 2.9.1 use of technology
      • 2.9.2 start-up costs
      • 2.9.3 balance sheet
      • 2.9.4 income statement
      • 2.9.5 cash flow statement
      • 2.9.6 possible sources of capital
    • 2.10 develop a salon philosophy that includes policies and procedures regarding:
      • 2.10.1 a standard of ethics
      • 2.10.2 job descriptions
      • 2.10.3 employee conduct and dress
      • 2.10.4 client relations
      • 2.10.5 record keeping; e.g., compliance with legislation such as PIPA, client release forms
      • 2.10.6 causes for termination of employment
    • 2.11 access federal, provincial and local legislation and agencies related to:
      • 2.11.1 trade or licensing regulations
      • 2.11.2 labour laws
      • 2.11.3 tax laws
      • 2.11.4 health and safety regulations
      • 2.11.5 building regulations
    • 2.12 investigate procedures for applying for and obtaining the various licenses, permits and certificates required
    • 2.13 investigate obtaining various types of insurance; e.g., property, fire, liability, malpractice, worker’s compensation, life and health insurance
    • 2.14 explain the importance of understanding tax guidelines, including:
      • 2.14.1 federal tax
      • 2.14.2 Employment Insurance
      • 2.14.3 Canada Pension Plan
      • 2.14.4 provincial tax
      • 2.14.5 goods and service tax
    • 2.15 prepare a marketing plan using information on such topics as:
      • 2.15.1 demographics
      • 2.15.2 promotions; e.g., direct marketing, personal marketing
      • 2.15.3 technology; e.g., Internet, digital camera

  • 3. develop a blueprint of a salon
    • 3.1 identify professionals available to help in the design of a salon; e.g., architects, general contractors, salon consultants
    • 3.2 create a checklist identifying the entire scope of the project; e.g., renovating or building, zoning, landscaping, cost of equipment
    • 3.3 identify various areas and square footage required in a salon, including:
      • 3.3.1 entrance
      • 3.3.2 reception area
      • 3.3.3 stations
      • 3.3.4 storage area
      • 3.3.5 bathroom
      • 3.3.6 specialized areas; e.g., esthetics area, colour room
    • 3.4 create a checklist related to the construction of the facility; e.g., energy sources, plumbing, technology, lighting, heating, air quality, noise control, safety
    • 3.5 identify companies that supply various utilities and how to proceed with obtaining these services; e.g., licenses, procedures, billing

  • 4. develop a three-dimensional salon design
    • 4.1 develop and understand working with three-dimensional shapes; e.g., cubes, cylinders, spheres
    • 4.2 create a three-dimensional model of a salon by working from a blueprint
    • 4.3 identify the elements and principles of design, including:
      • 4.3.1 the impact of colour
      • 4.3.2 the implications of first impressions
    • 4.4 develop a colour scheme for the salon; e.g., paint chips, fabric samples for drapery, countertop samples, furniture ideas
    • 4.5 create a shop logo

  • 5. assess the importance of safe and sanitary measures taken within a salon
    • 5.1 identify training programs to improve the competency and safety of staff; e.g., first aid training, WHMIS
    • 5.2 identify universal precautions related to:
      • 5.2.1 personal protective equipment (PPE); e.g., gloves, masks
      • 5.2.2 hand-washing techniques
      • 5.2.3 infectious diseases
      • 5.2.4 blood-borne pathogens; e.g., minor cuts, blood spills
      • 5.2.5 bacteria, viruses, fungi and parasites
    • 5.3 describe the importance of:
      • 5.3.1 maintaining a clean, safe work area
      • 5.3.2 sanitizing and returning materials to proper storage areas after use
      • 5.3.3 disposing of unused chemicals, products and other waste materials in an environmentally safe manner

  • 6. demonstrate basic competencies
    • 6.1 demonstrate fundamental skills to:
      • 6.1.1 communicate
      • 6.1.2 manage information
      • 6.1.3 use numbers
      • 6.1.4 think and solve problems
    • 6.2 demonstrate personal management skills to:
      • 6.2.1 demonstrate positive attitudes and behaviours
      • 6.2.2 be responsible
      • 6.2.3 be adaptable
      • 6.2.4 learn continuously
      • 6.2.5 work safely
    • 6.3 demonstrate teamwork skills to:
      • 6.3.1 work with others
      • 6.3.2 participate in projects and tasks

  • 7. identify possible life roles related to the skills and content of this cluster
    • 7.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 7.2 identify potential resources to minimize barriers and maximize opportunities
COS2010: Long Hair Design 2

Level: Intermediate

Prerequisite: COS1020: Long Hair Design 1

Description: Students use photos or other images as guides to recreate a variety of hair designs using long hair techniques.

Parameters: Access to a professional hairstyling facility or laboratory and/or equipment.

Note: Course must be delivered and assessed by a certified journeyperson instructor if a hairstylist trade pathway is being followed.

Outcomes: The student will:

  • 1. demonstrate understanding of the principles of symmetry and asymmetry as applied to hair design
    • 1.1 define and describe the principles of symmetry and asymmetry
    • 1.2 describe how these principles apply to general hair design; e.g., roping, braiding, knotting, rolling, twisting, tying

  • 2. select and recreate images of long hair techniques to produce secure finished hair designs
    • 2.1 identify and describe factors that should be considered when creating long hair designs
    • 2.2 create and secure a variety of hair designs, including:
      • 2.2.1 rolling
      • 2.2.2 looping
      • 2.2.3 knotting
      • 2.2.4 tying
      • 2.2.5 weaving
      • 2.2.6 roping
      • 2.2.7 braiding
      • 2.2.8 multiple strand braiding; e.g., four, six, eight strand
    • 2.3 create symmetrical or asymmetrical hair designs by combining three or more upstyle creation techniques
    • 2.4 remove hair design without damaging hair

  • 3. identify and demonstrate safe and sanitary practices
    • 3.1 maintain a clean, sanitary and safe work area
    • 3.2 apply universal precautions related to:
      • 3.2.1 personal protective equipment (PPE); e.g., gloves, masks
      • 3.2.2 hand-washing techniques
      • 3.2.3 infectious diseases
      • 3.2.4 blood-borne pathogens; e.g., minor cuts, blood spills
      • 3.2.5 bacteria, viruses, fungi and parasites
      • 3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
    • 3.3 use all materials and products appropriately
    • 3.4 clean, sanitize and return implements and materials to proper storage areas after use
    • 3.5 dispose of waste materials in an environmentally safe manner

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
COS2210: Client Services & Sales 1

Level: Intermediate

Prerequisite: COS1010: Personal & Professional Practices

Description: Students will demonstrate basic principles of client service, consultation and retail sales related to the various sectors of the cosmetology industry.

Note: Course must be delivered and assessed by a certified journeyperson instructor if a hairstylist trade pathway is being followed.

Outcomes: The student will:

  • 1. identify and describe the various aspects of appropriate client service
    • 1.1 describe professional conversation and topics to avoid
    • 1.2 define rapport and how it is used to improve relations with others
    • 1.3 list and identify the factors that influence good human relations in the workplace
    • 1.4 describe and identify personality patterns and personality type indicators
    • 1.5 describe and demonstrate the procedures in greeting a client
    • 1.6 identify and describe the roles and responsibilities of management and personnel in cosmetology and esthetics related businesses; e.g., hairstylist, estheticians, wholesalers

  • 2. identify and demonstrate courtesy, attention, respect and efficiency (CARE) principles
    • 2.1 explain why service is important in the cosmetology industry
    • 2.2 distinguish between sales ability and the ability to provide service

  • 3. describe and demonstrate an appropriate client consultation
    • 3.1 explain the importance of an appropriate client consultation
    • 3.2 discuss appropriate legislation related to the Personal Information Protection Act (PIPA)
    • 3.3 develop client record system; e.g., name, address, birth date, type of service, previous appointments, release forms
    • 3.4 develop a procedure for a client consultation
    • 3.5 demonstrate a client consultation

  • 4. identify and demonstrate attention, interest, desire and action (AIDA) as it relates to sales and service practices
    • 4.1 explain the importance of client satisfaction to the success of a business
    • 4.2 explain the importance of record keeping to individual cosmetologists and to salon managers and operators
    • 4.3 describe the importance of services related to client building; e.g., appointments, telephone etiquette, sales receipts

  • 5. describe and demonstrate strategies designed to promote and achieve client satisfaction for retail selling and display merchandising
    • 5.1 identify and describe sales and service practices performed by salon personnel; e.g., cosmetologists, managers, operators, salon assistants, apprentices, receptionists
    • 5.2 distinguish among personal selling, retail selling and display merchandising
    • 5.3 describe and demonstrate promotional strategies that can be used by cosmetology businesses
    • 5.4 demonstrate personal selling, retail selling and display merchandising strategies
    • 5.5 identify and describe the roles and responsibilities of management and personnel in cosmetology related businesses; e.g., hairstyling or esthetic salons, wholesalers
    • 5.6 identify and demonstrate receptionist duties; e.g., rebooking clients, retailing, release forms, complying with PIPA, customer service, telephone etiquette

  • 6. demonstrate basic competencies
    • 6.1 demonstrate fundamental skills to:
      • 6.1.1 communicate
      • 6.1.2 manage information
      • 6.1.3 use numbers
      • 6.1.4 think and solve problems
    • 6.2 demonstrate personal management skills to:
      • 6.2.1 demonstrate positive attitudes and behaviours
      • 6.2.2 be responsible
      • 6.2.3 be adaptable
      • 6.2.4 learn continuously
      • 6.2.5 work safely
    • 6.3 demonstrate teamwork skills to:
      • 6.3.1 work with others
      • 6.3.2 participate in projects and tasks

  • 7. identify possible life roles related to the skills and content of this cluster
    • 7.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 7.2 identify potential resources to minimize barriers and maximize opportunities
COS2910: COS Project B

Level: Intermediate

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
COS2920: COS Project C

Level: Intermediate

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
COS2950: COS Intermediate Practicum

Level: Intermediate

Prerequisite: None

Description: Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.

Parameters: This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any advanced (3XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
    • 1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities/expectations
      • 1.2.3 code of ethics and/or conduct
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor
    • 1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of the attitudes, skills and knowledge developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace legislation related to health and safety
    • 2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
      • 2.4.1 training and certification
      • 2.4.2 interpersonal skills
      • 2.4.3 technical skills
      • 2.4.4 ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. identify possible life roles related to the skills and content of this cluster
    • 4.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 4.2 identify potential resources to minimize barriers and maximize opportunities
Advanced Courses
COS3000: The Science of Cosmetology

Level: Advanced

Prerequisite: COS1010: Personal & Professional Practices

Description: Students develop an understanding of the importance of knowledge of anatomy and physiology as it relates to the cosmetology and esthetology industry.

Parameters: Access to a professional hairstyling/esthetics facility or laboratory and/or equipment.

Outcomes: The student will:

  • 1. explain the importance of the study of anatomy and physiology as it relates to the cosmetology and esthetology professions
    • 1.1 define the terms:
      • 1.1.1 anatomy
      • 1.1.2 physiology
      • 1.1.3 histology
      • 1.1.4 metabolism
    • 1.2 summarize how knowledge of anatomy and physiology is important for:
      • 1.2.1 basic hair care
      • 1.2.2 basic skin care and facials
      • 1.2.3 basic manicures and pedicures

  • 2. outline the relationship and function of cells, tissues and primary organs within the human body
    • 2.1 identify the basic parts of the cell
    • 2.2 define metabolism:
    • 2.3 identify the primary types of tissue
    • 2.4 identify the organs of the body

  • 3. identify the structure and primary significance of the four major body systems that are of greatest importance to the cosmetologist and esthetician
    • 3.1 describe the body systems that are of primary concern to the cosmetologist and esthetician, including:
      • 3.1.1 skeletal
      • 3.1.2 muscular
      • 3.1.3 circulatory
      • 3.1.4 nervous
    • 3.2 label the structures of the body systems, including:
      • 3.2.1 bones
      • 3.2.2 arteries
      • 3.2.3 veins
      • 3.2.4 nerves
      • 3.2.5 muscles

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
COS3010: Professional Relationships

Level: Advanced

Prerequisite: COS1010: Personal & Professional Practices

Description: Students develop understanding of, and will be able to describe and demonstrate, the skills required to communicate in the cosmetology industry and demonstrate professional ethics for salon success.

Outcomes: The student will:

  • 1. demonstrate ethical practices
    • 1.1 define the terms professional ethics and personal ethics
    • 1.2 outline the rules of professional ethics and how they relate to an individual’s professional success
    • 1.3 list and describe ethical behaviours expected of professional cosmetologists
    • 1.4 suggest possible consequences of ethical and unethical behaviours to the:
      • 1.4.1 individual cosmetologist
      • 1.4.2 business operation
      • 1.4.3 cosmetology industry
    • 1.5 demonstrate professional ethics
    • 1.6 demonstrate personal ethics
    • 1.7 identify the correlation between professional and personal ethics

  • 2. demonstrate interpersonal communication skills suited to professional cosmetologists
    • 2.1 identify and explain various elements of verbal and nonverbal communication, including:
      • 2.1.1 explaining the importance of two-way communication
      • 2.1.2 explaining the importance of understanding nonverbal communication and how it can affect the way a message is received
      • 2.1.3 describing how grammar can change the meaning of the message
      • 2.1.4 explaining how tone, inflection and rate of speech can affect the meaning of a message
    • 2.2 explain why effective interpersonal communication skills are required by professional cosmetologists and:
      • 2.2.1 suggest possible consequences of not communicating effectively
      • 2.2.2 describe examples of effective and ineffective nonverbal communication
      • 2.2.3 describe examples of effective and ineffective verbal communication
    • 2.3 describe interpersonal communication skills required by professional cosmetologists by:
      • 2.3.1 identifying and describing professional conversation and topics to avoid
      • 2.3.2 defining rapport and how it is used to improve relations with others

  • 3. identify factors that affect the working environment
    • 3.1 list and identify the factors that influence good human relations in the workplace, including:
      • 3.1.1 attitudes
      • 3.1.2 manners
      • 3.1.3 sense of humour
      • 3.1.4 consideration
      • 3.1.5 emotional control
      • 3.1.6 flexibility
      • 3.1.7 courtesy
    • 3.2 describe how to identify personality patterns and personality type indicators

  • 4. identify and describe provincial regulations pertaining to cosmetology

  • 5. outline the need for various types of insurance and the possible consequences resulting from a lack of insurance coverage

  • 6. identify various ways of assisting the apprentice in the workplace
    • 6.1 define workplace coaching and mentoring
    • 6.2 describe and explain the roles and purposes of the advisory network and the Provincial Apprenticeship Committee

  • 7. identify the various ways to enter the different sectors of cosmetology
    • 7.1 identify and describe the qualifications required to enter the various sectors
    • 7.2 identify and explain the regulations pertaining to the various sectors

  • 8. demonstrate basic competencies
    • 8.1 demonstrate fundamental skills to:
      • 8.1.1 communicate
      • 8.1.2 manage information
      • 8.1.3 use numbers
      • 8.1.4 think and solve problems
    • 8.2 demonstrate personal management skills to:
      • 8.2.1 demonstrate positive attitudes and behaviours
      • 8.2.2 be responsible
      • 8.2.3 be adaptable
      • 8.2.4 learn continuously
      • 8.2.5 work safely
    • 8.3 demonstrate teamwork skills to:
      • 8.3.1 work with others
      • 8.3.2 participate in projects and tasks

  • 9. create a transitional strategy to accommodate personal changes and build personal values
    • 9.1 identify short-term and long-term goals
    • 9.2 identify steps to achieve goals
COS3020: Long Hair Design 3

Level: Advanced

Prerequisite: COS2010: Long Hair Design 2

Description: Students design and produce symmetrical and asymmetrical long hair designs.

Parameters: Access to a professional hairstyling facility or laboratory and/or equipment.

Note: Course must be delivered and assessed by a certified journeyperson instructor if a hairstylist trade pathway is being followed.

Outcomes: The student will:

  • 1. select, design and create a variety of long hair designs to suit different facial, personality and situational needs
    • 1.1 identify and describe devices that may be used to enhance and secure long hair designs
    • 1.2 list and describe a procedure used when creating long hair designs
    • 1.3 demonstrate hair handling, brushing and combing techniques that protect the condition and appearance of long hair
    • 1.4 create a variety of symmetrical and asymmetrical long hair designs suited to:
      • 1.4.1 day wear
      • 1.4.2 bridal wear
      • 1.4.3 evening wear
    • 1.5 incorporate a variety of devices to enhance the appearance of various long hair designs; e.g., hairclips, hair goods
    • 1.6 demonstrate a variety of techniques to secure and finish long hair designs
    • 1.7 perform hair design techniques to meet client(s) needs, including:
      • 1.7.1 creating a design
      • 1.7.2 executing a design
      • 1.7.3 finishing a design

  • 2. identify and demonstrate safe and sanitary practices
    • 2.1 maintain a clean, sanitary and safe work area
    • 2.2 apply universal precautions related to:
      • 2.2.1 hand-washing techniques
      • 2.2.2 infectious diseases
      • 2.2.3 blood-borne pathogens; e.g., minor cuts, blood spills
      • 2.2.4 bacteria, viruses, fungi and parasites
      • 2.2.5 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
    • 2.3 use all materials and products appropriately
    • 2.4 clean, sanitize and return implements and materials to proper storage areas after use
    • 2.5 dispose of waste materials in an environmentally safe manner

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
COS3280: Client Services & Sales 2

Level: Advanced

Prerequisite: COS2210: Client Services & Sales 1

Description: Students distinguish between sales and service techniques that encourage positive client responses and demonstrate effective sales and service techniques.

Note: Course must be delivered and assessed by a certified journeyperson instructor if a hairstylist trade pathway is being followed.

Outcomes: The student will:

  • 1. design a client survey and develop a client profile that identifies client demographics and level of satisfaction with the salon
    • 1.1 create a tool to survey the demographics of clients; e.g., address, age
    • 1.2 create a tool to survey the client’s level of satisfaction with the salon, considering:
      • 1.2.1 service
      • 1.2.2 attention
      • 1.2.3 friendliness
      • 1.2.4 cleanliness
      • 1.2.5 professionalism
    • 1.3 analyze the data collected and prepare a report that includes recommendations for action
    • 1.4 use the prepared report to develop a profile of clients who use the salon and include details of frequency of use and levels of client satisfaction
    • 1.5 demonstrate service techniques that evoke positive responses in a client

  • 2. develop and implement a plan to enhance client satisfaction and increase the sales of services, cosmetics and products for personal grooming
    • 2.1 create a plan to increase the level and quality of sales and services offered to clients and to enhance the public image and appearance of the salon
    • 2.2 describe and demonstrate techniques used to:
      • 2.2.1 close a sale
      • 2.2.2 offer reassurance and support for purchasing decisions
      • 2.2.3 address after-sale and follow-up services
      • 2.2.4 select and implement one or more parts of the plan

  • 3. evaluate outcomes of the plan in relation to enhancing client satisfaction and increasing the sales of services, cosmetics and products for personal grooming
    • 3.1 create a tool for evaluating each part of the plan
    • 3.2 evaluate the plan in relation to:
      • 3.2.1 client satisfaction
      • 3.2.2 client use of salon
      • 3.2.3 sale of services
      • 3.2.4 sale of products
    • 3.3 make appropriate changes, if required, to the plan

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
COS3910: COS Project D

Level: Advanced

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate personal management skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
COS3920: COS Project E

Level: Advanced

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate personal management skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
COS3950: COS Advanced Practicum

Level: Advanced

Prerequisite: None

Description: Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.

Parameters: This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any introductory (1XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
    • 1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities/expectations
      • 1.2.3 code of ethics and/or conduct
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor
    • 1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of the attitudes, skills and knowledge developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace legislation related to health and safety
    • 2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
      • 2.4.1 training and certification
      • 2.4.2 interpersonal skills
      • 2.4.3 technical skills
      • 2.4.4 ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
 





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