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 WRHHS301A, '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 | ||||
1 | Apply knowledge of skin structure and function. | 1.1 | The main structure, functions and role of the skin are identified and applied to the provision of hairdressing services. | ||
1.2 | The structure and function of the glands of the skin are identified and applied to the provision of hairdressing services. | ||||
1.3 | The physicaleffects of scalp treatments on the skin are identified and related to the performance of hairdressing treatments. | ||||
2 | Apply knowledge of the structure and function of hair. | 2.1 | The main functionsand role of hair are identified and applied to the provision of hairdressing services. | ||
2.2 | The glands and muscles associated with thehair and hair follicles are identified and applied to the provision of hairdressing services. | ||||
2.3 | The structural and cellular features of hair and hair follicles are identified and applied to the provision of hairdressing services. | ||||
2.4 | The process of hair growth and thehair growth cycle are identified and applied to the provision of hairdressing services. | ||||
2.5 | The characteristics of normal and damaged hair are identified and applied to the provision of hairdressing services. | ||||
2.6 | Factors affecting hair colour and chemical reformation are identified and applied to the provision of hairdressing services. | ||||
2.7 | The physical effects of hairdressing services on the hair are identified and applied to the provision of hairdressing services. | ||||
3 | Apply knowledge of cosmetic chemistry. | 3.1 | The relevant concepts of cosmetic chemistry are identified and related to the safe performance of hairdressing services, according to relevant legislation and workplace policies and procedures. | ||
3.2 | The range of chemicals used in hairdressing treatments is assessed and related to the performance of hairdressing services. | ||||
3.3 | Suitability of the hair for chemical services is based 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 | The formulation of a range of hairdressing products is assessed in relation to the products' purpose and action on the hair. | ||
4.2 | Contraindications are identified where they relate to client health and safety, hair condition and/or service outcomes. | ||||
5 | Promote hair and scalp care. | 5.1 | Knowledge of the physical and chemical actions of a range of hairdressing products is applied during services to maximise the promotion of hair and scalp care, and client and operator safety. | ||
5.2 | Knowledge of potential environmental damage to hair is applied in the provision of after care service and advice. | ||||