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 SIBBCCS301A, 'Apply the principles of skin biology to beauty treatments'.
- 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 skin biology to beauty treatments' 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 | ||
1 | Apply knowledge of skin structure and function to beauty treatments. | 1.1 | Identify relevant principles of skin biology and apply to beauty treatments according to relevant legislation and workplace policies and procedures. |
1.2 | Identify anatomical structure of the epidermis, dermis and hypodermis. | ||
1.3 | Identify main functions and roles of the skin. | ||
1.4 | Identify structure, function, distribution and development of the glands of the skin. | ||
1.5 | Identify skin colour and reaction to light and relate to beauty treatments. | ||
1.6 | Identify role of the skin in homeostasis and thermoregulation. | ||
1.7 | Identify process of primary and secondary melanisation. | ||
1.8 | Identify process of primary and secondary erythema. | ||
1.9 | Identify role of theskin as a sense organ and the importance of variations in sensory perception in a range of beauty treatments. | ||
2 | Apply knowledge of the structure and function of hair to beauty treatments. | 2.1 | Identify protective role of hair and gross structural features of the pilobaceous unit. |
2.2 | Identify structural and cellular features of hair and hair follicles. | ||
2.3 | Identify process of hair growth and the hair growth cycle, and how they relate to beauty treatments. | ||
2.4 | Recognise effects of beauty treatments on hair and relate these to beauty treatments. | ||
3 | Promote skin health and care. | 3.1 | Apply knowledge of skin biology to planning and performance of beauty treatments to maximise promotion of skin health and care. |
3.2 | Apply knowledge of environmental damage to skin to advise clients and minimise skin changes. | ||
3.3 | Minimise damage to skin when performing beauty treatments particularly in regard to hair removal and skin or hair colouration. | ||
3.4 | Apply relevant principles of skin biology in provision of skin care and service advice. | ||