Course Overview

Hairstyling and Aesthetics, Grade 11, Workplace, TPE3E

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Technological

Education, 2000.

Course Description

This course provides students with opportunities to learn techniques in hairstyling and aesthetics that meet industry standards, using appropriate materials and equipment. Students identify trends in the hairstyling and aesthetics industry, describe scientific and physical processes used in beauty services, learn to respect environmental, health and safety laws, and explore career opportunities. The course may focus on either hairstyling or aesthetics, or may include a combination of both subjects.

How This Course Supports the Ontario Catholic School Graduate Expectations

This course supports Catholicity by promoting the Catholic Graduate Expectations through cognitive, affective, and psycho-motor experiences. Through their educational journey, students are exposed to the Catholic concepts of being a discerning believer formed in the Catholic faith community, an effective communicator, a reflective and creative thinker, a self-directed and responsible life-long learner, a collaborative contributor, a caring family member, and a responsible citizen.

Course Notes

· Expectations that relate to practical and theoretical skills are assessed throughout the course, allowing students to improve their skills on an ongoing basis.

· In each unit students identify career options and are given insight into skills required for a variety of related professions in the hairstyling and aesthetics industry. Students also gain knowledge of careers in this area through volunteer work, cooperative education, and job shadowing.

· Throughout the course the teacher addresses health and safety concerns as they pertain to the hairstyling and aesthetics industry. Guest speakers from Workplace Hazardous Materials Information System (WHMIS) and St. John Ambulance may be invited to speak about safety and first aid.

· The activities provide opportunities for students to engage in both practical exercises and theoretical research assignments.

· The expectations are assessed in accordance with the four areas identified in the achievement chart found in the Technological Education Policy Document.

· The teacher uses a wide range of teaching/learning strategies and provisions in order to accommodate the needs of exceptional students.

Units: Titles and Time

Unit 1	Hair Shaping and Styling	40 hours
* Unit 2	Hair Colouring Services	25 hours
Unit 3	Permanent Waving and Chemical Relaxing	25 hours
* Unit 4	Skin Care	20 hours

* These units are fully developed in this Course Profile.

Unit Descriptions

Unit 1: Hair Shaping and Styling

Time: 40 hours

Unit Description

Through various teaching methodologies, students gain theoretical knowledge and practical applications of hairstyling, enabling them to accommodate a client’s wishes and needs. Knowledge of industry tools, equipment, products, procedures, and safety, are gained through classroom assignments and independent activities. Students are exposed to various cutting and styling techniques. Students develop professional and personal work ethics as they learn about the hairstyling and aesthetic industry. Students are encouraged to strive to achieve excellence, originality and integrity in their own work, and to support these qualities in the work of others.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1.1	TFV.03, SPV.02, ICV.02; TF2.01, TF2.04, SPI.05, IC2.02; CGE4b, CGE5b, CGE5d, CGE5f	Knowledge/ Understanding	Haircutting tools and equipment
1.2	TFV.01, TFV.03, SPV.01, SPV.02, SPV.03, ICV.03; TF2.01, TF2.04, SP1.01, SPI.06, SP2.01, SP2.03, SP1.05, IC3.02; CGE2a, CGE2b, CGE2c, CGE3c, CGE4a, CGE4e, CGE4f, CGE4g, CGE5a, CGE5c	Knowledge/ Understanding Thinking/Inquiry Communication Application	Exploring haircutting techniques
1.3	TFV.01, TFV.02, SPV.01, SPV.02, SPV.03, ICV.01; TFI.01, TF1.02, TF1.03, TF2.01, TF2.02, TF2.03, TF2.04, SP1.01, SP1.03, SP1.04, SP1.05, SP2.01, SP2.03, IC2.03; CGE2b, CGE2c, CGE2d, CGE3c, CGE4b, CGE4d, CGE4f, CGE5a, CGE5c, CGE5h, CGE7i	Knowledge/ Understanding Thinking/Inquiry Communication Application	Wet hairstyling techniques
1.4	TFV.01, TFV.02, SPV.01, SPV.02, SPV.03, ICV.02; TFI.01, TF1.02, TF1.03, TF2.01, TF2.02, TF2.03, TF2.04, SP1.01, SP1.03, SP1.04, SP1.05, SP2.01, SP2.03; CGE2c, CGE3b, CGE4a, CGE4e, CGE4g, CGE5e, CGE5f, CGE6e, CGE7a, CGE7g, CGE7i	Knowledge/ Understanding Thinking/Inquiry Communication Application	Thermal hairstyling techniques
1.5	TFV.01, TFV.02, SPV.01, SPV.02, SPV.03, ICV.01, ICV.02; TFI.01, TF1.02, TF1.03, TF1.04, TF2.01, TF2.02, TF2.03, TF2.04, SP1.04, SP1.05, IC3.01; CGE2a, CGE3b, CGE3c, CGE3e, CGE4a, CGE4b, CGE4d, CGE5c, CGE5e, CGE7f, CGE7j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Fashion and trends in haircutting and styling

Unit 2: Hair Colouring Services

Time: 25 hours

Unit Description

Students are required to utilize effective communication, decision-making, problem-solving, time, and resource management skills. They are introduced to the chemical and physical processes that occur when providing a hair colouring service and are given an opportunity to provide one-step hair colouring applications in a salon environment, incorporating temporary, semi-permanent, and permanent, hair colouring techniques. Pre-analysis procedures, hair structure, hair and colour classifications, chemical compositions, and application techniques, are covered in depth, ensuring that students understand the theory as well as the practical application of hair colouring technique. Safety procedures are taught and strictly adhered to at all times.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
2.1	TFV.01, TFV.02, TFV.03, TFV.04; TF1.01, TF1.02, TF1.03, TF1.04, TF2.01, TF2.03; SPV.03, SP1.05, SP1.06; ICV.03, IC2.01, IC2.04, IC3.01, IC3.02, CGE2b, CGE2c, CGE4e, CGE5b, CGE5c, CGE7g, CGE71, CGE7F, CGE7b	Knowledge/Understanding Thinking/Inquiry	Introduction to hair colouring
2.2	TFV.02, SPV.02, SPV.03; TF1.03, TF1.04, TF2.01, TF2.04, SP2.01; IC2.03; CGE2a, CGE2c, CGE3c, CGE5a, CGE5e, CGE5g, CGE7f	Knowledge/Understanding Thinking/Inquiry Communication	Choosing the correct colour scheme
2.3	TFV.01, TFV.03, TFV.04, SPV.01, SPV.02, ICV.01, ICV.02; TF2.01, TF2.02, TF2.03, TF3.01, TF3.03, SPI.01, SPI.03, SPI.05, IC2.O2, IC2.04; CGE2b, CGE3e, CGE4b, CGE5b, CGE5d, CGE5g	Knowledge/Understanding Thinking/Inquiry Application	Colour types and sample testing
2.4	TFV.03, SPV.03, ICV.02; TF1.03, TFI.04, TF3.03, SPI.01, SP2.02, IC2.02, IC2.03; CGE1f, CGE2d, CGE4a, CGE4c, CGE4f, CGE 5f, CGE7b	Thinking/Inquiry Communication Application	Client consultation and analysis
2.5	TFV.03, TFV.04, SPV.02, ICV.02; TF1.01, TF2.01, TF2.02, TF3.01, TF3.02, SP1.03, IC2.02; CGE3c, CGE2e, CGE4e, CGE5c, CGE7i, CGE7j	Knowledge/Understanding Thinking/Inquiry Application	Colour formulation and application

Unit 3: Permanent Waving and Chemical Relaxing

Time: 25 hours

Unit Description

Students learn to apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation. Students learn about applying chemicals to hair in order to permanently alter the physical structure of the hair shaft. Emphasis is placed on using chemical resources wisely in order to protect the environment. Students learn and demonstrate various wrapping and chemical application techniques that result in different effects. Product information, hair and skin composition, and pH levels are studied, allowing the students to learn to select appropriate perming products (i.e., alkaline or acidic). Students are given the opportunity to practise completing a pre-perm analysis of the client. Through consultation procedures, communication, teamwork, and interpersonal skills are developed.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
3.1	TFV.02, TF1.03, TF1.04, TF2.03; ICV.03, IC2.01, IC3.01; CGE2b, CGE2c, CGE2e, CGE5g	Knowledge/ Understanding Thinking/Inquiry Communication	Introduction to permanent waving and chemical hair relaxing
3.2	TFV.04, TF2.04, TF1.03, TF2.01, TF2.02, TF3.01; SPV.03, SP1.01, SP2.01, SP2.02, SP2.03; CGE4f, CGE4e, CGE4b, CGE7b, CGE7g, CGE7i	Knowledge/ Understanding Thinking/Inquiry Communication	Pre-perming and chemical hair relaxing analysis
3.3	TFV.04, TF2.04; SPV.02, SP1.05; CGE2b, CGE5b, CGE5c	Knowledge/ Understanding Thinking/Inquiry Application	Physical process of permanent waving
3.4	TFV.04, TF2.04, TF3.01, TF3.01, TF3.03; SPV.01, SPV.02, SP1.02, SP1.03; CGE7g, CGE7i	Knowledge/ Understanding Thinking/Inquiry Application	Chemical process of permanent waving and chemical hair relaxing
3.5	ICV.01, ICV.02, IC1.01, IC1.O2, IC2.01, IC2.02, IC2.03, IC2.04; CGE5d, CGE5e, CGE6e	Knowledge/ Understanding Application	Health and safety regulations

Unit 4: Skin Care

Time: 20 hours

Unit Description

Throughout this unit students learn to respect our cultural and pluralistic society. They learn to value and honour the individual needs of the clients they are serving. Students are introduced to the physical structure of the skin and appendages. They learn about the treatment, service, and application of beauty products to enhance and preserve the skin. Students research, identify, and apply appropriate massage techniques and product applications, after consultation with the client. Students are encouraged to focus on treatments and products that compliment the client’s skin. Students perform daytime, evening, and commercial make-up applications as well as corrective/enhancement make-up techniques in accordance with the client’s wishes and needs.

Emphasis is placed on using appropriate safety procedures to ensure the health and safety of themselves and the client.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
4.1	TFV.03, TF1.03, TF1.04, TF2.01, TF2.02, TF2.03, TF2.04, TF3.03, TF3.04; SPV.01, SPV.02, SPV.03, SP1.01, SP1.02, SP1.03, SP2.01; ICV.03, IC2.03; CGE1g, CGE2b, CGE2c, CGE4f	Knowledge/Understanding Thinking/Inquiry Application	Theory and massage manipulations
4.2	TFV.04, TF2.01, TF2.02, TF2.03, TF3.04, SPV.02, SPV.03, SPI.01, SPI.02, SPI.03, SPI.05, SP0.01; ICV.02	Knowledge Thinking/Inquiry Communication Application	Performing a facial for oily skin
4.3	TFV.04, TF2.01, TF2.02, TF3.03, TF3.04; SPV.02, SPV.03, SPI.01, SPI.02, SPI.03, SPI.05, SP0.01; ICV.02	Knowledge Communication Application	Performing a facial massage
4.4	TFV.03, TFI.03, TF2.01; SPV.02, SP2.01; IC2.04; CGE2b, CGE2c, CGE4a, CGE4b, CGE7b, CGE71	Knowledge Thinking Communication Application	Temporary facial hair removal services
4.5	SPV.01, SP1.03, SP1.05; ICV.01, ICV.02, IC1.01, IC1.02, IC2.01, IC2.02, IC2.03, IC2.04; CGE7a, CGE7b, CGE4e, CGE3c	Knowledge/Understanding Application	Application of day make up

Teaching/Learning Strategies

A variety of teaching and learning strategies are used throughout the course, including:

· classroom lessons;

· brainstorming;

· collaborative and cooperative learning;

· student-teacher conferencing;

· design process;

· independent study;

· demonstrations;

· practical applications;

· portfolio development;

· research;

· computer skills;

· theoretical lessons and assignments.

The following chart describes additional teaching/learning and assessment strategies.

Teaching/Learning Strategies

Socratic Lesson – presentation of information by the teacher where students listens actively and critically to understand and learn in light of gospel values;

Brainstorming – group generation of initial ideas expressed without criticism or analysis;

Buddy System – linking of students for peer/cross-age support, and presents information and ideas clearly and honestly and with sensitivity to others;

Case Study – investigation of real and simulated issues;

Teacher-directed Class Discussion – active participation of students by taking turns while discussing current issues;

Collaborative/Cooperative Learning – small group learning providing high levels of student engagement and interdependence;

Computer-assisted Learning – learning of new material or review/reinforce material previously learned;

Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and to present information and ideas clearly and honestly and with sensitivity to others;

Problem Solving – model for helping students to identify and work through a problem using a prescribed process involving a number of steps;

Independent Study – exploration and research of a topic of interest to students;

Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning, in written form on a regular basis;

Report/Presentation – oral, visual, and written presentation of researched topic to the class or in the community;

Research – model of investigation;

Just-on-time Teaching – theoretical material that is presented to the student at the appropriate stage of his/ her project;

Examples - model or a sample of student work to provide the standard toward which students are aiming.

Assessment Strategies

Paper-and-Pencil Tests

· Ongoing quiz, self/peer rubric

· Final evaluation (rubric, tests)

Performance Assessment

· Research project

· Assigned exercises

· Log/journal entries

· Presentation

· Finished product

Personal Communication

· Conferencing

· Student-teacher

· Teacher-group

Self/peer Assessment

· Daily log/journal

· Ongoing verbal feedback

· Critique self/peer

Teacher Observation

· Formal/informal

Reflection

· Self/peer assessment

· Log/journal

Assessment Tools

· Checklists

· Marking schemes

· Project specification sheets

· Rubrics

· Anecdotal comments with suggestions for improvement

Assessment & Evaluation of Student Achievement

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Students are assessed using the following strategies:

· Diagnostic - occurs at the beginning of the term or unit of study, or at any point during the course when information about prior learning is useful;

· Formative – occurs during the learning process and provides ongoing feedback to the teacher and student about the quality of learning and the effectiveness of instruction;

· Summative - carried out at the end of the course.

Specifically, assessment/evaluation techniques may include the following:

· communication through journals and classroom presentations;

· self-assessment rubrics;

· student-teacher conferencing;

· written tests;

· formal and informal observation;

· performance assessment rubrics;

· reflective learning including self-assessment;

· learning logs;

· peer assessment rubrics.

Accommodations

Various accommodations may be made throughout the program to assist students. Possible program modifications may include:

· one-on-one teaching/conferencing;

· adaptation of handouts;

· small group learning;

· peer tutoring;

· the use of alternative activities, assessment/evaluation techniques, and instructional strategies;

· adaptation of physical structures;

· making enriched materials and resources available.

Resources

Various resources used throughout the course include textbooks, trade journals and magazines, websites, fashion magazines, guest speakers, videos, and software.

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Books

Allured Publishing. Milady’s Standard Textbook for Professional Aestheticians. New York: Allured Publishing, 1996. ISBN 1-56253-129-8

Allured Publishing Corporation. Physiology of the Skin. New York: Allured Publishing, 1996.
ISBN 0-931710-52-9

Campbell Place, Stan. The Art and Science of Professional Makeup. New York: Milady Publishing Company, 1990. ISBN 0-87350-361-9

Edgerton, Leslie. You and Your Clients: Milady’s Human Relations for Cosmetology. New York: Milady Publishing Company, 1992. ISBN 1-56253-058-5

Harris, Brian. Discovery - An Introduction to Career Planning. Burlington: Canadian Guidance Services, 1995. ISBN 0-929079-02-7

Harris, Brian. Explorations - A Guide to Educational and Career Planning. Burlington: Canadian Guidance Services, 1995. ISBN 0-929079-00-0

Milady Publishing. Milady’s Practical Workbook of Cosmetology. New York: Milady Publishing, 1999.

Milady Publishing. Milady’s Standard Textbook of Aesthetics. New York: Milady Publishing, 1999. ISBN 1-56253-129-8

Milady Publishing. Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 1999. ISBN 1-56253-466-1

Milady Publishing. Milady’s Standard Textbook for Professional Estheticians. New York: Milady Publishing, 1988. ISBN 0-87350-423-2

Milady Publishing. Milady’s Standard Textbook for Professional Estheticians. New York: Milady Publishing, 1998. ISBN 1-56253-359-2

Milady Publishing. Theory and Practice of Therapeutic Massage. New York: Milady Publishing, 1994. ISBN 1-56253-120-4

Personal Services Setting Protocol Infection Control Program. Ministry of Health, Public Health Branch, January 1998.

Simmons, John V. The Science of Cosmetics. Hong Kong: MacMillan Education Ltd., 1990.
ISBN 0-333-43845-0

Journals and Magazines

Tant, Lisa. “Face the Future.” Chatelaine, Volume 72, Issue 9 (September 1999): 130-134.

Walker, Tanya. “Do-it-yourself 5 Step facial.” Modern Woman Magazine, Volume 6 (May 1998) 22-23.

BeautyBeat, (all releases). Toronto, ON.

Canadian Hairdresser (all releases). Toronto, ON: Har-Co Co.

Fashion Magazine, (all releases). Toronto, ON.

Flare (all releases). Toronto, ON.

Modern Salon (all releases). Lincolnshire, IL.

Salon Magazine (all releases). Toronto, ON.

Websites

Allied Beauty Association of Canada - www.abacanada.com

Contact Canada - ccinfo@ContactCanada.com

Contact Canada - http://ContactCanada.com

Delmar, a division of Milady, video and publication resources - www.delmar.com

Milady -Thomson Learning Centre for school based training in cosmetology, barber-styling, aesthetics, nail technology, or massage - www.milady.com

Workplace Hazard Material Information System Website - http://www.utoronto.ca/safety/whmis2.htm

Ontario’s Occupational Health and Safety Website - http://www.gov.on.ca/lab/ohs/ohse.htm

Software

Smart Tutor/Smart Tester & SmarTest. Milady Publishing Company (A Division of Delmar Publishers)

Cosmopolitan Virtual Makeover 2 Deluxe. Broderbund

CorelDraw ^TM

Corel Presentation ^TM

WordPerfect ^TM

Videos

Milady Standard Textbook of Cosmetology Video Series, 2E, Tape 11

OSS Considerations

The Grade 11 Hairstyling and Aesthetics Workplace course is designated as a technological education course. (See The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (one credit from Science [Grade 11 or Grade 12] or Technological Education
[Grade 9–12]), or as an optional credit. This course can be part of a school-work transition program (see Cooperative Education and Other Forms of Experimental Learning: Policies and Procedures for Ontario Secondary Schools, 2000.

Students are introduced to theoretical and practical aspects of hairstyling and aesthetics technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning methodologies used to accommodate and meet the needs of all students. This course also addresses social issues such as anti-discrimination education, equity/social justice issues, career goals/cooperative education, conflict resolution/violence prevention, and community partnerships. All of these support many of the Ontario secondary school policies.

Career exploration throughout all units is made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Coded Expectations, Hairstyling and Aesthetics, Grade 11,
Workplace Preparation, TPE3E

Theory and Foundation

Overall Expectations

TFV.01 · describe trends and styles in hairstyling and aesthetics;

TFV.02 · demonstrate an understanding of the role and contributions of the beauty services industry to individuals and to society;

TFV.03 · identify materials, techniques, and equipment used in the hairstyling and aesthetics industry;

TFV.04 · describe scientific and physical processes used in various hairstyling and aesthetics services.

Specific Expectations

Trends and Styles

TF1.01 – describe beauty fashion trends and the methods used to achieve them;

TF1.02 – describe a variety of health and beauty products;

TF1.03 – identify ways in which the hairstyling and aesthetics industry provides a service (e.g., using beauty treatments to pamper clients, interpreting and satisfying clients’ needs, providing customer satisfaction and rapport);

TF1.04 – identify the role that beauty industry services play in increasing self-esteem and well-being.

Materials, Techniques, and Equipment

TF2.01 – explain vocabulary related to the industry (e.g., words describing the structure of the hair, skin, and nails; the professional names for techniques, tools, and products used for services);

TF2.02 – describe various materials, processes, and equipment (e.g., types of shampoos, conditioners, masks, and cutting implements; massage techniques for the scalp, hands, and face; manicure procedures; wax heaters);

TF2.03 – describe traditional and new products and methods used in the beauty industry;

TF2.04 – select and use appropriate materials and tools to perform basic salon services.

Scientific and Physical Processes

TF3.01 – explain chemical theory related to hair and skin products (e.g., acidity vs. alkalinity, pH balanced shampoos, hair colouring agents, chemical relaxers, permanent waves, emulsions, depilatories);

TF3.02 – describe chemical changes that take place during different procedures (e.g., oxidation of peroxide; breaking down sulphur bonds; actions of sodium hydroxide, ammonia thioglycolate, neutralizers);

TF3.03 – identify a variety of body reactions to different products and treatments;

TF3.04 – explain the difference between hypo-allergenic and natural products (e.g., homemade skin care and health care products vs. products purchased from a beauty supplier), using information such as that provided on labels.

Skills and Processes

Overall Expectations

SPV.01 · identify a variety of services and techniques that meet industry standards;

SPV.02 · use appropriate materials and tools to perform basic salon services;

SPV.03 · demonstrate effective communication and interpersonal skills.

Specific Expectations

Services, Techniques, Materials, and Tools

SP1.01 – describe basic analysis procedures (e.g., related to degree of porosity, scalp condition, skin type, facial shape, body type, health of nails) and recommend appropriate services;

SP1.02 – administer treatments following recommended procedures;

SP1.03 – select, prepare, and safely apply health and beauty products on live models or mannequins (e.g., skin and hair treatments, relaxers, tints, highlights);

SP1.04 – identify unique styles for special event occasions;

SP1.05 – identify and use appropriate routine sanitization procedures;

SP1.06 – use information technologies and specialized software related to the hairstyling and aesthetics industry (e.g., the Cosmopolitan Virtual Makeover program) effectively.

Communication and Interpersonal Skills

SP2.01 – use effective communication techniques to interact with clients;

SP2.02 – identify techniques for resolving conflicts with clients and peers;

SP2.03 – identify and use a variety of teamwork and interpersonal skills.

Impact and Consequences

Overall Expectations

ICV.01 · describe the environmental impact of products in the hairstyling and aesthetics industry;

ICV.02 · identify health and safety standards in the use of equipment, materials, and techniques;

ICV.03 · describe career opportunities and related training and educational requirements.

Specific Expectations

Environmental Impacts

IC1.01 – describe the environmental impacts of various products used in the industry;

IC1.02 – identify environmentally friendly products.

Health and Safety Standards

IC2.01 – describe laws and regulations related to the industry;

IC2.02 – describe and follow appropriate industry-standard health and safety procedures and regulations for handling products, tools, and equipment;

IC2.03 – apply personal health and safety standards correctly (e.g., by analysing skin, hair, and nails for disorders and diseases; sterilizing implements and equipment; wearing protective gloves during all chemical services; sanitizing hands; working in a properly ventilated area);

IC2.04 – describe first-aid and lifesaving techniques.

Education, Training, and Career Opportunities

IC3.01 – describe local and regional career opportunities;

IC3.02 – identify training opportunities and educational requirements related to careers in hairstyling and aesthetics.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 2 | Unit 4 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

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Units: Titles and Time

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Unit 1: Hair Shaping and Styling

Unit Overview Chart

Unit 2: Hair Colouring Services

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Unit 3: Permanent Waving and Chemical Relaxing

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Unit 4: Skin Care

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