Level 1 Unit B3 Assist with day make-up - Pearson Education€¦ · Unit B3 Assist with day make-up ... The unit is divided into four main areas of ... Learners are also referred

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Level 1

Unit B3 Assist with day make-up

IntroductionThis unit covers the topics that learners need to know for assisting with and carrying out basic day make-up directed and supervised by a senior therapist. This includes what is required to perform assisted make-up applications, consultation and a�ercare advice. It also stresses the importance of working safely and effectively. Health and safety and data protection legislation covered in Unit B1 are also relevant here.

The unit is divided into four main areas of learning:

• Maintain safe and effective methods of working when providing day make-up • Consult and prepare for make-up • Apply day make-up • Provide a�ercare advice.

The first area uses two activity sheets on hygiene and safe and effective methods of working in a salon, including preparing and clearing up the workstation, use of products and client consultation. Learners are also referred to Unit B1 Prepare and maintain salon treatment work areas for guidance on disinfecting/sterilising tools and equipment and avoiding cross-infection.

In the second area the learner should be able to carry out a consultation using appropriate listening and questioning skills and with reference to clients’ different cultural and religious backgrounds, age, gender and disabilities. The importance of good communications skills for effective client consultation is covered in Unit G2 Assist with salon reception duties and G3 Contribute to the development of effective working relationships.

This unit requires learners to identify a range of different skin types and conditions and to recognise what they can and cannot treat (contra-actions and contra-indications). They must also be able to adjust their treatment plan to suit the range of different clients, including those wearing glasses or contact lenses.

The third area includes activities to help learners choose suitable products for different skin types and conditions and also a PowerPoint® presentation of a step-by-step make-up application. A gap-fill activity on a�ercare advice will help reinforce knowledge. The individual development plan allows learners to see what needs to be covered and can be used for self-assessment both before and a�er the topics have been delivered.

AssessmentTo complete the unit, learners must demonstrate in their everyday work that they have met the standards. They must be assessed on at least three occasions, each with a different client. They must practically demonstrate using questioning and visual consultation techniques and referring to the client’s record card; identifying oily, dry and combination skin types; preparing a client by protecting the client’s clothing and hair and removing any accessories; using foundation, concealers, powder, eye products, cheek products and lip products; and giving advice on suitable make-up products, possible contra-actions and how to deal with them, and make-up re-application and removal techniques. Simulation is not allowed as a means of assessment for this unit.

Level 1, Unit B3 Assist with day make-up


Ove

rview o

f reso

urce

sR

eso

urc

esD

eliv

ery

no

tes

Lin

ks t

o L

evel

1

Can

did

ate

Han

db

oo

k

Top

ic 1

Wo

rkin

g s

afel

y an

d e

ffec

tive

ly

B3.

A1

Mai

nta

inin

g s

afe

and

eff

ecti

ve

met

ho

ds

of

wo

rkin

g

This

gap

-fill

acti

vity

intr

od

uce

s le

arn

ers

to s

afe

and

eff

ecti

ve m

eth

od

s o

f w

ork

ing

in a

sal

on

. It

incl

ud

es s

etti

ng

u

p t

he

wo

rkst

atio

n f

or

a tr

eatm

ent,

use

of

pro

du

cts,

clie

nt

con

sult

atio

n a

nd

cle

arin

g u

p. T

his

can

be

use

d a

s an

in

div

idu

al a

ctiv

ity

at t

he

end

of

a se

ssio

n t

o c

hec

k th

e le

arn

ers’

un

der

stan

din

g o

f sa

fe a

nd

eff

ecti

ve p

ract

ice.

pp

130–

133

B3.

A2

Mai

nta

inin

g

pro

du

cts

and

cl

ean

ing

eq

uip

men

t

Bef

ore

intr

od

uci

ng

th

is a

ctiv

ity,

rev

isit

th

e Po

wer

Poin

t® p

rese

nta

tio

n f

rom

Un

it B

1, B

1.PP

1 M

eth

od

s o

f st

erili

sin

g

and

dis

infe

ctin

g. A

lso

ask

lear

ner

s to

loo

k b

ack

at t

hei

r w

ork

on

B1.

A1

Sett

ing

up

fo

r a

trea

tmen

t. If

th

ey

hav

en’t

alr

ead

y co

mp

lete

d t

his

act

ivit

y fo

r a

mak

e-u

p t

reat

men

t, t

his

wo

uld

be

a g

oo

d o

pp

ort

un

ity

to d

o s

o.

Dem

on

stra

te t

he

corr

ect

way

to

dec

ant

pro

du

cts

for

use

in a

mak

e-u

p a

pp

licat

ion

an

d d

iscu

ss t

he

shel

f lif

e o

f p

rod

uct

s. T

hen

ask

lear

ner

s to

wo

rk in

pai

rs t

o a

nsw

er t

he

qu

esti

on

s o

n c

lean

ing

mak

e-u

p p

rod

uct

s an

d

equ

ipm

ent,

avo

idin

g c

ross

-in

fect

ion

an

d a

lso

th

e sh

elf

life

of

pro

du

cts.

pp

20–2

1, 1

30–1

31

Top

ic 2

Co

nsu

ltat

ion

an

d p

rep

arat

ion

B3.

F1

Sele

ctin

g m

ake-

up

fo

r th

e d

iffe

ren

t ra

ng

es o

f sk

in

colo

urs

This

fac

t sh

eet

pro

vid

es u

sefu

l web

ad

dre

sses

to

hel

p le

arn

ers

iden

tify

su

pp

liers

of

mak

e-u

p s

uit

able

fo

r th

e ra

ng

e o

f d

iffe

ren

t sk

in c

olo

urs

th

ey w

ill c

om

e ac

ross

in t

hei

r w

ork

. Mak

e su

re y

ou

ch

eck

the

web

site

s in

ad

van

ce

of

the

sess

ion

.

Intr

od

uce

th

e im

po

rtan

ce o

f ch

oo

sin

g s

uit

able

mak

e-u

p c

olo

urs

fo

r ea

ch s

kin

co

lou

r. A

llow

lear

ner

s ti

me

to

exp

lore

th

e w

ebsi

tes

and

idea

lly t

he

mak

e-u

p c

olo

ur

ran

ges

th

emse

lves

, if

po

ssib

le. C

om

ple

te t

he

sess

ion

wit

h a

g

rou

p d

iscu

ssio

n o

n w

hat

lear

ner

s h

ave

fou

nd

ou

t. T

his

act

ivit

y ca

n b

e u

sed

wit

h P

ow

erPo

int®

pre

sen

tati

on

B

3.PP

1 Sk

in t

ypes

an

d c

har

acte

rist

ics

of

dif

fere

nt

eth

nic

an

d c

lien

t ag

e g

rou

ps

to r

ein

forc

e le

arn

ers’

u

nd

erst

and

ing

.

B3.

A3

Co

nsu

lt a

nd

p

rep

are

for

mak

e-u

p

The

mu

ltip

le c

ho

ice

qu

esti

on

s in

th

is a

ctiv

ity

can

be

use

d t

o a

sses

s le

arn

ers’

kn

ow

led

ge

of

ho

w t

o c

arry

ou

t a

con

sult

atio

n. I

t in

clu

des

dea

ling

wit

h m

ino

rs, c

on

tra-

ind

icat

ion

s, t

reat

men

t p

lan

s an

d t

he

imp

ort

ance

of

esta

blis

hin

g t

he

clie

nt’

s sk

in t

ype

bef

ore

a t

reat

men

t. It

can

be

use

d a

s an

ind

ivid

ual

act

ivit

y to

ass

ess

lear

nin

g

afte

r yo

u h

ave

pro

vid

ed in

pu

t o

n c

on

sult

atio

n t

ech

niq

ues

fo

r m

ake-

up

, or

as a

pai

r/sm

all g

rou

p a

ctiv

ity

to fi

nd

o

ut

ho

w m

uch

lear

ner

s al

read

y kn

ow

ab

ou

t co

nsu

ltat

ion

ski

lls f

rom

th

eir

wo

rk o

n o

ther

un

its.

Follo

w u

p b

y as

kin

g le

arn

ers

to c

arry

ou

t a

pra

ctic

e co

nsu

ltat

ion

in p

airs

or

smal

l gro

up

s –

if in

gro

up

s o

f th

ree,

th

e th

ird

per

son

can

co

mm

ent

(co

nst

ruct

ivel

y) o

n t

he

con

sult

atio

n s

kills

use

d.

pp

136–

141

Co

nti

nu

ed o

verl

eaf



Res

ou

rces

Del

iver

y n

ote

sLi

nks

to

Lev

el 1

C

and

idat

e H

and

bo

ok

B3.

A4

Ad

just

ing

th

e tr

eatm

ent

pla

n

Intr

od

uce

th

e to

pic

of

adju

stin

g t

he

trea

tmen

t p

lan

to

su

it d

iffe

ren

t cl

ien

ts’ n

eed

s, h

igh

ligh

tin

g t

he

nee

d t

o a

ct

pro

fess

ion

ally

at

all t

imes

an

d t

o m

ake

ever

y cl

ien

t’s

salo

n e

xper

ien

ce a

s en

joya

ble

as

po

ssib

le.

Lear

ner

s ca

n w

ork

in p

airs

to

an

swer

th

e q

ues

tio

ns

on

ho

w t

o r

eco

gn

ise

wh

en a

clie

nt

is u

nh

app

y w

ith

a

sug

ges

ted

tre

atm

ent

pla

n, a

nd

ho

w t

o a

dju

st t

reat

men

ts f

or

clie

nts

wit

h r

egar

d t

o c

ult

ura

l/rel

igio

us

fact

ors

, g

end

er, a

ge

and

dis

abili

ty. A

llow

lear

ner

s p

len

ty o

f ti

me

to c

on

sid

er t

he

top

ics

and

co

mp

lete

th

e ac

tivi

ty s

hee

t.

Ho

ld a

gro

up

dis

cuss

ion

on

lear

ner

s’ t

ho

ug

hts

an

d a

sk t

hem

to

su

gg

est

any

oth

er id

eas

that

wer

e n

ot

incl

ud

ed

on

th

e ac

tivi

ty s

hee

t. R

ole

-pla

ys o

f w

ork

ing

wit

h d

iffe

ren

t ty

pes

of

clie

nts

wo

uld

be

a g

oo

d w

ay o

f re

info

rcin

g

the

lear

nin

g f

rom

th

is a

ctiv

ity.

pp

138–

139

Top

ic 3

Mak

e-u

p a

pp

licat

ion

B3.

A5

Co

ntr

a-in

dic

atio

ns

and

ski

n c

on

cern

s

This

act

ivit

y as

ks le

arn

ers

to c

on

sid

er w

het

her

co

ntr

a-in

dic

atio

ns

such

as

con

jun

ctiv

itis

, ecz

ema

and

co

ld s

ore

s w

ou

ld p

reve

nt

or

rest

rict

mak

e-u

p t

reat

men

ts. L

earn

ers

nee

d t

o e

xpla

in t

hei

r d

ecis

ion

s. T

hey

are

als

o a

sked

to

lin

k ke

y sk

in c

on

cern

s, e

.g. s

ensi

tive

ski

n, d

ark

circ

les

or

bro

ken

cap

illar

ies,

to

tre

atm

ents

th

ey s

ho

uld

car

ry o

ut

bef

ore

or

du

rin

g a

mak

e-u

p a

pp

licat

ion

.

pp

140–

141

B3.

A6

Ch

oo

sin

g s

uit

able

m

ake-

up

This

act

ivit

y h

elp

s le

arn

ers

iden

tify

ho

w t

o c

ho

ose

dif

fere

nt

mak

e-u

p p

rod

uct

s fo

r w

hit

e/C

auca

sian

ski

n u

nd

er

dif

fere

nt

con

dit

ion

s. T

his

co

vers

sel

ecti

ng

th

e co

rrec

t co

nce

aler

s, c

om

pac

t/lo

ose

po

wd

er, h

ow

an

d w

hen

to

use

cr

eam

blu

sher

s an

d e

yesh

ado

ws,

pea

rlis

ed/f

rost

ed c

olo

urs

, fo

un

dat

ion

s an

d li

pst

icks

.

B3.

A7

Step

-by-

step

mak

e-u

p a

pp

licat

ion

This

act

ivit

y ca

n b

e u

sed

as

ind

ivid

ual

wo

rk t

o a

sses

s o

r re

info

rce

the

lear

ner

s’ u

nd

erst

and

ing

of

the

ord

er o

f ap

plic

atio

n in

a m

ake-

up

tre

atm

ent.

pp

144–

151

B3.

F2

Co

rrec

tin

g m

ake-

up

m

ista

kes

This

fac

t sh

eet

hel

ps

lear

ner

s to

co

rrec

t so

me

of

the

mo

st c

om

mo

n m

ista

kes

mad

e w

hen

ap

ply

ing

mak

e-u

p. I

t co

uld

be

han

ded

ou

t (a

nd

per

hap

s la

min

ated

) to

lear

ner

s fo

r g

uid

ance

bef

ore

th

ey s

tart

mak

e-u

p a

pp

licat

ion

s fo

r th

e fi

rst

tim

e.

Top

ic 4

Aft

erca

re a

dvi

ce

B3.

A8

Aft

erca

re a

dvi

ce

Use

th

is g

ap-fi

ll ac

tivi

ty t

o r

ein

forc

e o

r as

sess

lear

ner

s’ k

no

wle

dg

e ab

ou

t th

e ap

pro

pri

ate

afte

rcar

e ad

vice

to

giv

e cl

ien

ts w

ho

hav

e h

ad a

mak

e-u

p s

ervi

ce. L

earn

ers

wo

rk in

div

idu

ally

on

th

e ac

tivi

ty, fi

llin

g in

th

e g

aps

wit

h t

he

app

rop

riat

e w

ord

s.

pp

152–

153

Ove

rvie

w o

f re

sou

rces

co

nti

nu

ed

Co

nti

nu

ed o

verl

eaf



Res

ou

rces

Del

iver

y n

ote

sLi

nks

to

Lev

el 1

C

and

idat

e H

and

bo

ok

Ad

dit

ion

al r

eso

urc

es

B3.

A9

Mak

e-u

p f

or

clie

nts

w

ith

gla

sses

or

con

tact

len

ses

This

can

be

use

d a

s a

gro

up

act

ivit

y to

exp

lore

th

e n

eed

to

ap

ply

mak

e-u

p d

iffe

ren

tly

if a

clie

nt

is w

eari

ng

g

lass

es o

r co

nta

ct le

nse

s. It

ask

s le

arn

ers

to c

on

sid

er f

acto

rs s

uch

as

colo

ur/

size

of

fram

es a

nd

len

s co

lou

r/ty

pe

and

to

sta

te h

ow

th

ey w

ou

ld a

dju

st t

he

mak

e-u

p a

cco

rdin

gly

.

B3.

A10

Rev

isio

n w

ord

se

arch

This

wo

rd s

earc

h c

an b

e u

sed

as

a re

visi

on

to

ol f

or

lear

ner

s to

wo

rk o

n in

div

idu

ally

to

ass

ess

thei

r kn

ow

led

ge

at

the

end

of

the

top

ic, e

ith

er a

t th

e b

egin

nin

g o

r en

d o

f a

sess

ion

. p

p12

8–15

5

B3

Inte

ract

ive

kno

wle

dg

e ch

eck

To a

sses

s th

eir

kno

wle

dg

e le

arn

ers

can

use

th

e in

tera

ctiv

e q

uiz

co

veri

ng

lear

nin

g f

rom

Un

it B

3 fo

r re

visi

on

p

urp

ose

s, d

esig

ned

to

be

com

ple

ted

ind

ivid

ual

ly b

y le

arn

ers

(e.g

. via

a V

LE).

p

p12

8–15

5

B3.

PP1

Skin

typ

es a

nd

ch

arac

teri

stic

s o

f d

iffe

ren

t et

hn

ic

and

clie

nt

age

gro

up

s

This

Po

wer

Poin

t® p

rese

nta

tio

n in

tro

du

ces

lear

ner

s to

th

e ke

y ra

ng

e o

f sk

in t

ypes

an

d t

hei

r ch

arac

teri

stic

s: w

hit

e/C

auca

sian

, bla

ck, A

sian

, Ori

enta

l, m

ixed

an

d M

edit

erra

nea

n/L

atin

o. I

t lo

oks

at

skin

co

lou

r u

nd

erto

nes

, ag

ein

g

and

wh

at c

on

cern

s ea

ch s

kin

typ

e m

ay h

ave.

It a

lso

co

vers

key

po

ints

th

at le

arn

ers

nee

d t

o a

dd

ress

wh

en d

ealin

g

wit

h c

lien

ts in

dif

fere

nt

age

gro

up

s, f

rom

min

ors

to

ove

r-55

s.

B3.

PP2

Step

-by-

step

mak

e-u

p a

pp

licat

ion

This

Po

wer

Poin

t® is

a s

tep

-by-

step

gu

ide

to m

ake-

up

ap

plic

atio

n. I

t ca

n b

e u

sed

to

hel

p le

arn

ers

wit

h t

hei

r m

ake-

up

tre

atm

ent

tech

niq

ue

and

ap

plic

atio

n r

ou

tin

e w

hile

th

ey w

ork

.p

p14

4–15

1

B3.

PP3

Un

der

stan

din

g

colo

urs

This

Po

wer

Poin

t® e

xpla

ins

wh

at t

he

pri

mar

y, s

eco

nd

ary

and

ter

tiar

y co

lou

rs a

re a

nd

wh

y it

is u

sefu

l to

kn

ow

ab

ou

t th

em w

hen

ap

ply

ing

mak

e-u

p –

fo

r ex

amp

le, w

hen

ch

oo

sin

g a

co

nce

aler

fo

r re

dn

ess

or

for

a ye

llow

ish

sk

in, c

ho

osi

ng

dif

fere

nt

colo

urs

th

at w

ill c

om

ple

men

t ea

ch o

ther

, an

d c

ho

osi

ng

war

m o

r co

ol t

on

es t

o s

uit

a

clie

nt’

s sk

in t

ype.

B3.

IDP

Lear

ner

s sh

ou

ld c

om

ple

te t

hei

r in

div

idu

al d

evel

op

men

t p

lan

to

ass

ess

pri

or

kno

wle

dg

e at

th

e b

egin

nin

g o

f th

e co

urs

e, a

nd

at

the

end

of

the

del

iver

y to

ch

eck

thei

r kn

ow

led

ge

pri

or

to a

sses

smen

t.p

p12

8–15

5

Ove

rvie

w o

f re

sou

rces

co

nti

nu

ed



Sche

me

of w

ork

Sess

ion

(s)

Lear

nin

g o

utc

om

esA

ctiv

itie

s an

d r

eso

urc

esLi

nks

to

key

ski

lls

1

Lear

ner

s w

ill b

e ab

le t

o d

emo

nst

rate

kn

ow

led

ge

of

ho

w t

o w

ork

saf

ely

and

m

ain

tain

eff

ecti

ve h

ygie

ne

in t

he

salo

n.

Lear

ner

s w

ill u

nd

erst

and

ho

w t

o u

se a

nd

cl

ean

mak

e-u

p p

rod

uct

s an

d e

qu

ipm

ent

and

w

ill b

e ab

le id

enti

fy m

eth

od

s o

f re

du

cin

g

cro

ss-i

nfe

ctio

n.

Lear

ner

s sh

ou

ld c

om

ple

te t

hei

r in

dep

end

ent

dev

elo

pm

ent

pla

n B

3.ID

P to

as

sess

pri

or

kno

wle

dg

e. D

iscu

ss h

ow

th

e le

arn

ers

will

wo

rk s

afel

y an

d

mai

nta

in e

ffec

tive

hyg

ien

e in

th

e sa

lon

.

Use

th

e g

ap-fi

ll a

ctiv

ity

shee

t B

3.A

1 as

an

ind

ivid

ual

exe

rcis

e to

ch

eck

the

lear

ner

s’ u

nd

erst

and

ing

of

ho

w t

o w

ork

saf

ely

and

eff

ecti

vely

wh

en

pro

vid

ing

day

mak

e-u

p.

Ask

lear

ner

s to

co

mp

lete

act

ivit

y sh

eet

B3.

A2

in p

airs

or

smal

l gro

up

s w

ork

to

ch

eck

thei

r kn

ow

led

ge

of

ho

w t

o c

lean

mak

e-u

p e

qu

ipm

ent

such

as

bru

shes

an

d p

alet

tes.

Th

ey a

re a

lso

ask

ed a

bo

ut

avo

idin

g c

ross

-in

fect

ion

an

d a

bo

ut

the

shel

f lif

e o

f m

ake-

up

pro

du

cts.

IOLP

:LP

1.1

Co

mm

s:C

1.2

C1.

3

2

Lear

ner

s w

ill b

e ab

le t

o d

emo

nst

rate

kn

ow

led

ge

of

con

sult

atio

n a

nd

pre

par

atio

n,

incl

ud

ing

wh

at t

o c

on

sid

er w

hen

tre

atin

g a

m

ino

r.

Lear

ner

s w

ill b

e ab

le t

o id

enti

fy c

on

tra-

ind

icat

ion

s an

d t

hei

r ef

fect

s o

n t

reat

men

t p

lan

s.

Exp

lain

wh

at p

reca

uti

on

s an

d d

ocu

men

tati

on

are

nee

ded

wh

en d

ealin

g w

ith

m

ino

rs, e

.g. p

aren

tal c

on

sen

t. T

hen

lear

ner

s ca

n w

ork

on

act

ivit

y sh

eet

B3.

A3

in p

airs

or

smal

l gro

up

s fo

r re

sear

ch o

r to

ass

ess/

rein

forc

e le

arn

ing

th

at h

as

take

n p

lace

.

Lear

ner

s co

uld

wo

rk in

pai

rs o

r sm

all g

rou

ps

on

act

ivit

y sh

eet

B3.

A5

to a

sses

s th

eir

kno

wle

dg

e o

f co

ntr

a-in

dic

atio

ns

and

ho

w t

o d

eal t

hem

an

d o

ther

ski

n

con

cern

s.

Co

mm

s:

C1.

2

C1.

2

3

Lear

ner

s w

ill b

e ab

le t

o id

enti

fy t

he

ran

ge

of

clie

nt

skin

co

lou

rs a

nd

typ

es a

nd

res

earc

h

pro

du

cts

avai

lab

le f

or

the

dif

fere

nt

eth

nic

g

rou

ps.

Lear

ner

s w

ill u

nd

erst

and

ho

w t

o a

dju

st a

tr

eatm

ent

pla

n t

o s

uit

a r

ang

e o

f d

iffe

ren

t cl

ien

ts.

Use

Po

wer

Poin

t® p

rese

nta

tio

n B

3.PP

1 to

intr

od

uce

th

e va

rio

us

skin

ch

arac

teri

stic

s an

d c

olo

urs

fro

m d

iffe

ren

t et

hn

ic a

nd

ag

e g

rou

ps.

Use

fac

t sh

eet

B3.

F1 t

o s

tim

ula

te d

iscu

ssio

n o

n s

kin

co

lou

rs a

nd

th

e d

iffe

ren

t p

rod

uct

s av

aila

ble

. As

an e

xten

sio

n a

ctiv

ity

ask

the

lear

ner

s to

use

th

e w

ebsi

tes

liste

d t

o r

esea

rch

an

d, i

f p

oss

ible

, bu

y m

ake-

up

fo

r th

e d

iffe

ren

t sk

in r

ang

es. C

hec

k in

ad

van

ce t

hat

th

e w

ebsi

tes

are

still

val

id. T

his

wo

uld

als

o

be

use

ful f

or

acti

vity

sh

eet

B3.

A6.

Ask

lear

ner

s to

wo

rk o

n a

ctiv

ity

shee

t B

3.A

4 in

pai

rs o

r sm

all g

rou

ps.

Th

ey

cou

ld r

ole

-pla

y th

e sc

enar

io o

f a

clie

nt

un

hap

py

wit

h a

su

gg

este

d t

reat

men

t p

lan

. Use

th

is t

o h

elp

th

em c

ater

to

clie

nts

wit

h d

iffe

ren

t et

hn

ic a

nd

cu

ltu

ral

bac

kgro

un

ds,

gen

der

, ag

es a

nd

dis

abili

ties

.

Co

mm

s:C

1.3

C1.

1C

1.2

Co

nti

nu

ed o

verl

eaf



Sess

ion

(s)

Lear

nin

g o

utc

om

esA

ctiv

itie

s an

d r

eso

urc

esLi

nks

to

key

ski

lls

4

Lear

ner

s w

ill b

e ab

le t

o id

enti

fy t

he

pro

du

cts

mo

st s

uit

able

fo

r a

ran

ge

of

dif

fere

nt

clie

nt

skin

to

nes

an

d t

ypes

.

Intr

od

uce

th

e le

arn

ers

to d

iffe

ren

t p

rod

uct

s an

d c

olo

urs

fo

r va

rio

us

skin

ty

pes

. Hav

e th

em w

ork

on

act

ivit

y sh

eet

B3.

A6,

per

hap

s in

co

nju

nct

ion

wit

h

fact

sh

eet

B3.

F1. T

hey

co

uld

pra

ctis

e se

lect

ing

th

e ri

gh

t p

rod

uct

s an

d c

olo

urs

fo

r ea

ch o

ther

.

Use

Po

wer

Poin

t® p

rese

nta

tio

n B

3.PP

3 to

intr

od

uce

th

e p

rim

ary,

sec

on

dar

y an

d t

erti

ary

colo

ur

wh

eels

an

d t

o e

nco

ura

ge

lear

ner

s to

th

ink

abo

ut

ho

w

colo

urs

wo

rk t

og

eth

er w

hen

ap

ply

ing

mak

e-u

p.

Co

mm

s:C

1.3

5Le

arn

ers

will

be

able

to

iden

tify

th

e co

rrec

t o

rder

of

mak

e-u

p a

pp

licat

ion

. U

se P

ow

erPo

int®

pre

sen

tati

on

B3.

PP2

to in

tro

du

ce t

he

mak

e-u

p r

ou

tin

e st

ep

by

step

; lea

rner

s ca

n w

ork

pra

ctic

ally

th

rou

gh

th

e p

rese

nta

tio

n. T

hen

use

ac

tivi

ty s

hee

t B

3.A

7 as

ind

ivid

ual

wo

rk t

o a

sses

s o

r re

info

rce

thei

r u

nd

erst

and

ing

of

the

ord

er o

f ap

ply

ing

mak

e-u

p.

Co

mm

s:

C1.

2

6

Lear

ner

s w

ill b

e ab

le t

o d

emo

nst

rate

a

mak

e-u

p a

pp

licat

ion

an

d u

se s

imp

le

tech

niq

ues

to

co

rrec

t m

ista

kes.

Intr

od

uce

tec

hn

iqu

es f

or

corr

ecti

ng

min

or

mis

take

s m

ade

in m

ake-

up

ap

plic

atio

ns

and

ho

w t

o r

ecti

fy t

hem

. Lea

rner

s ca

n p

ract

ise

usi

ng

tec

hn

iqu

es

for

corr

ecti

on

wh

ere

app

licab

le a

nd

/or

use

fac

t sh

eet

B3.

F2 d

uri

ng

th

e se

ssio

n t

o h

elp

th

em r

ecti

fy a

pro

ble

m if

it o

ccu

rs. T

his

can

be

use

d a

s p

aire

d

or

smal

l gro

up

wo

rk.

7

Lear

ner

s w

ill b

e ab

le t

o d

emo

nst

rate

u

nd

erst

and

ing

of

the

imp

ort

ance

of

afte

rcar

e ad

vice

.

Lear

ner

s w

ill r

eco

gn

ise

dif

fere

nt

tech

niq

ues

re

qu

ired

wh

en a

pp

lyin

g m

ake-

up

to

clie

nts

w

ith

co

nta

ct le

nse

s o

r g

lass

es.

Use

th

e g

ap-fi

ll a

ctiv

ity

shee

t B

3.A

8 as

an

ind

ivid

ual

exe

rcis

e to

rei

nfo

rce

or

asse

ss le

arn

ers’

kn

ow

led

ge

of

wh

at s

ort

of

afte

rcar

e ad

vice

sh

ou

ld b

e g

iven

, in

clu

din

g h

ow

to

dea

l wit

h a

n a

llerg

ic r

eact

ion

, an

d t

he

imp

ort

ance

of

afte

rcar

e.

Dis

cuss

th

e n

eed

fo

r u

sin

g d

iffe

ren

t te

chn

iqu

es f

or

clie

nts

wea

rin

g c

on

tact

le

nse

s o

r g

lass

es a

nd

th

en u

se a

ctiv

ity

shee

t B

3.A

9 as

a g

rou

p e

xerc

ise

to lo

ok

at w

ays

of

bal

anci

ng

th

e m

ake-

up

in s

uch

cas

es.

Co

mm

s:

C1.

2

C1.

3

8Le

arn

ers

will

be

able

to

rev

ise

thei

r kn

ow

led

ge

of

the

un

it in

pre

par

atio

n f

or

asse

ssm

ent.

Lear

ner

s ca

n u

se t

he

qu

iz a

nd

wo

rd s

earc

h a

ctiv

ity

shee

t B

3.A

10 t

o r

ecap

as

pec

ts o

f th

e u

nit

an

d a

lso

co

mp

lete

th

e in

tera

ctiv

e kn

ow

led

ge

chec

k el

ectr

on

ical

ly (

e.g

. via

a V

LE).

Lea

rner

s co

uld

als

o r

evis

it B

3.ID

P to

iden

tify

ar

eas

they

nee

d t

o r

evis

e b

efo

re a

sses

smen

t.

Co

mm

s:

C1.

2IO

LP:

LP1.

3

Sch

eme

of

wo

rk c

on

tin

ued



Unit B3

Individual development plan

What you must know I don’t know it and don’t understand it

I know it but don’t understand it

I know and understand it well

Organisational and legal requirements

1. Your responsibilities under relevant health and safety legislation

2. The importance of not discriminating against clients with illnesses and disabilities and why (e.g. Disability Discrimination Act)

3. Why minors should not be given treatments without informed and signed parental or guardian consent

4. Why it is important when treating minors under 16 years of age to have a parent or guardian present

5. Your responsibilities and reasons for maintaining your own personal hygiene, protection and appearance according to accepted industry and organisational requirements

6. How to complete the client records used in your salon and the importance of and reasons for keeping records of treatments and gaining client signatures

7. The importance of the correct storage of client records in accordance with the Data Protection Act

8. Your salon service times for completing day make-up and the importance of completing the application in a commercially viable time

9. The salon pricing structure

How to work safely and effectively when assisting with providing day make-up

10. How to effectively set up the work area and safely position equipment and materials for day make-up application

11. The necessary environmental conditions for day make-up application (including lighting, heating, ventilation and general comfort) and why these are important

12. The different types of sterilising and disinfecting equipment and chemicals available

Continued overleaf






13. How to disinfect tools and equipment for day make-up application

14. The differences between sterilising and disinfecting

15. How to prepare yourself for carrying out day make-up application

16. The importance of and reasons for disinfecting hands and how to do this effectively

17. Why it is important to maintain standards of hygiene and the principles for avoiding cross-infection

18. How to prepare and position the client for day make-up application

19. How to avoid potential discomfort and injury to yourself and the risks of poor positioning of clients

20. How to minimise and dispose of waste from treatments

21. The condition in which the work area should be left and why this is important

Client consultation and treatment planning

22. How to use effective consultation techniques when communicating with clients from different cultural and religious backgrounds, age, disabilities and gender for this treatment

23. The questioning and listening skills you need in order to find out information

24. How to give effective advice and recommendations to clients

25. How to interpret negative and positive body language and why this is important

26. The importance of questioning clients to establish any contra-indications to day make-up

27. Why it is important to record client responses to questioning

28. Why is it important to encourage and allow time for clients to ask questions

29. The importance of and reasons for not naming specific contra-indications when encouraging clients to seek medical advice

Continued overleaf

Individual development plan continued






30. The legal significance of client questioning and of recording the client’s responses

31. How to use the consultation techniques in the range to establish clients’ needs

Anatomy and physiology

32. The basic skin structure (epidermis, dermis)

33. The basic function of the skin (protection, temperature control and sensitivity)

34. How to recognise the skin types listed in the range

35. The skin characteristics and skin types of different ethnic and client age groups

36. How to recognise the following basic skin conditions: sensitive, comedone, milia, dehydrated, broken capillaries, pustules, papules, open pores, dark circles

Contra-indications and contra-actions

37. The types of conditions and disorders that may contra-indicate the treatment and why (e.g. cold sores, conjunctivitis, open cuts and abrasions, swelling, skin irritation) and how to recognise them

38. The types of conditions and disorders that may restrict the treatment and why (e.g. healed eczema and psoriasis, redness, bruising, skin irritation) and how to recognise them

39. Possible contra-actions which may occur during the make-up treatment and how to deal with them (e.g. excessive perspiration, adverse skin reaction, watery eyes, excessive erythema)

Make-up application

40. How to cleanse, tone and moisturise the skin

41. The different types of powder, foundation, eye products, cheek products and lip products available and how to use and apply them

42. How to match and apply make-up products to different skin types and conditions

43. The reasons why make-up should be applied in suitable sequences

Continued overleaf







44. The possible consequences of applying unsuitable make-up products to certain skin types and conditions

45. How to disguise minor skin imperfections using make-up

Aftercare advice for clients

46. Make-up products for home use that will benefit the client and those to avoid and why

47. The contra-actions that could occur after make-up application and how to deal with them

48. Re-application techniques suitable for the client

49. Make-up removal techniques suitable for the client




B3.F1 Fact sheet 1

Selecting make-up for the different ranges of skin coloursWhen preparing for a make-up application, it is very important to consider the characteristics of different ethnic skin types. There are many different skin colours and tones, so you must choose the right make-up to suit your individual client.

The websites below will help you to research or buy make-up for different skin colour ranges. Visit them if you can, and make notes on the different ranges.

1. For Mediterranean/Latino skin tones – an olive range

http://www.pureskincosmetics.co.uk

Notes:

4. For Asian skin tones – a warm brown and red range

http://www.bobbibrown.co.ukhttp://www.maccosmetics.co.ukhttp://www.asianface.co.uk

Notes:

2. For Oriental skin tones – a yellow range

http://www.bobbibrown.co.uk

Notes:

5. For black skin tones – a brown range including blue and black

http://www.kbybeverleyknightcosmetics.comhttp://www.bobbibrown.co.ukhttp://www.maccosmetics.co.uk

Notes:

3. For white/Caucasian skin tones – a pink and blue range

http://www.maxfactor.co.ukhttp://www.beauty.dior.comhttp://www.rimmellondon.com

Notes:



B3.F2 Fact sheet 2

Correcting make-up mistakesWhen you are learning how to apply make-up you are bound to make a few mistakes. Knowing how to correct your mistakes as you go along will allow you to complete the make-up application without having to start again from scratch.

What should you do if…

… you have applied the wrong colour of foundation?

If you have only just put it on, it can be fixed by blending in another colour, but if the powder is on, you need to take it off and reapply.

… you have applied the wrong colour of blusher or it is in the wrong place?

Just gently wipe it away with dry cotton wool, and then reapply the right one in the right place.

… you have smudged the mascara?

Use a damp cotton bud to li� the mascara from the skin and reapply any other make-up which may have been removed in doing so.

… your eyeliner or lipliner is not applied well?

Use a damp cotton bud and retrace over the eyeliner or lipliner to remove it. Change cotton buds regularly if required to stop the make-up smudging. Reapply any make-up removed and then redraw the line.

… the foundation colours that you have don’t exactly match the skin tone?

Mix the foundation colours together on the palette.

… the client does not like the shade of lip colour?

Blot the lipstick with tissue to remove any excess; this will be enough if you need to reapply a darker colour, but if you want to apply a lighter colour, you may also need to remove the remaining lipstick using the end of a cotton bud with a little bit of cleanser on it.

… the client would like a more dramatic effect?

You can use darker shades; add more colour to give depth to the colours already used.



B3.A1 Activity sheet 1

Maintaining safe and effective methods of workingComplete the paragraphs below using words from the following list.

equipment

fatigue

sharpened

disinfecting

consultation

tidy

disposable

product

spillage

sensitivity test

spatula

position

powder

yellow

dispose

contamination

clutter

cross-infection

suitable

Setting up

When you arrive at the salon you should set up the workstation ready for the make-up application. This will

involve the trolley and your hands and ensuring all the tools and are sterilised

and ready for use. You must all the products so that they are easy to reach – this minimises

and risk of injury.

Use of products

All products must be used in such a way as to minimise . For example, lipsticks must be

scraped onto a before use, and must be scraped out onto a tissue or palette

before use. All pencils should be just before use. The best way to avoid of

mascara and liquid eyeliners is to use a mascara wand and disposable liquid eyeliner brushes.

Consultation

Before you can start the treatment you must ensure it is for your client. Check the record card

for known allergies and make sure that a has been carried out 24 hours prior to

the treatment if the client has any known allergies. If the client had a reaction to the sensitivity test, do not

use that . During the , check for contra-indications.

During the treatment

Keep the workstation as you work. If you open products, make sure you close them again as

soon as possible to prevent . This is an effective method of helping to keep the treatments cost

effective.

Clearing up

On completion of the treatment you will need to of any waste materials used. Most can go in

the general waste, but any materials that have come into contact with body fluids will need to be disposed of

in the contaminated waste bags, which are in colour. Wipe down the workstation and clear it

of any , ready for further treatments.



B3.A1 Activity sheet 1 – solution

Maintaining safe and effective methods of workingComplete the paragraphs below using words from the following list.

equipment

fatigue

sharpened

disinfecting

consultation

tidy

disposable

product

spillage

sensitivity test

spatula

position

powder

yellow

dispose

contamination

clutter

cross-infection

suitable

Setting up

When you arrive at the salon you should set up the workstation ready for the make-up application. This will

involve disinfecting the trolley and your hands and ensuring all the tools and equipment are sterilised and

ready for use. You must position all the products so that they are easy to reach – this minimises fatigue and

risk of injury.

Use of products

All products must be used in such a way as to minimise cross-infection. For example, lipsticks must be

scraped onto a spatula before use, and powder must be scraped out onto a tissue or palette before use. All

pencils should be sharpened just before use. The best way to avoid contamination of mascara and liquid

eyeliners is to use a disposable mascara wand and disposable liquid eyeliner brushes.

Consultation

Before you can start the treatment you must ensure it is suitable for your client. Check the record card for

known allergies and make sure that a sensitivity test has been carried out 24 hours prior to the treatment if

the client has any known allergies. If the client had a reaction to the sensitivity test, do not use that product.

During the consultation, check for contra-indications.

During the treatment

Keep the workstation tidy as you work. If you open products, make sure you close them again as soon as

possible to prevent spillage. This is an effective method of helping to keep the treatments cost effective.

Clearing up

On completion of the treatment you will need to dispose of any waste materials used. Most can go in the

general waste, but any materials that have come into contact with body fluids will need to be disposed of in

the contaminated waste bags, which are yellow in colour. Wipe down the workstation and clear it of any

clutter, ready for further treatments.




Maintaining products and cleaning equipmentCheck your understanding of how to use and clean make-up products and equipment by answering the questions below.

1. How should brushes and sponges be cleaned a�er use?

2. How should make-up palettes be cleaned a�er use?

3. How do you avoid cross-infection when using the following make-up products?

• Eyeliners, lip pencils and eyebrow pencils

• Lipsticks

• Pressed powders

Continued overleaf



• Mascara

• Liquid eyeliners

4. How long do these cosmetics last?

• A product containing no preservatives

• A product that has to meet European standards

B3.A2 continued




Maintaining products and cleaning equipment1. How should brushes and sponges be cleaned a�er use?

They need to be cleaned in hot, soapy water. Hair shampoo is o�en a good type of

soap solution that can be worked into the fibres of the hair. The soap/shampoo

should then be rinsed away thoroughly as if you were washing your own hair. Once

the brushes have been washed they should be reshaped and treated with an alcohol

solution or brush cleaner before allowing them to air dry naturally. A�er washing,

sponges should be soaked for at least an hour in a suitable disinfectant.

2. How should make-up palettes be cleaned a�er use?

They should be scrubbed clean to remove any waxy deposits.

3. How do you avoid cross-infection when using the following make-up products?

• Eyeliners, lip pencils and eyebrow pencils

These should be sharpened just before use to expose a new surface.

• Lipsticks

Lipsticks should be scraped off onto a spatula and then applied with a disposable

lip brush.

• Pressed powders

These should be transferred to a palette and applied to the skin with clean

brushes.

Continued overleaf



• Mascara

Mascara should be applied to each eye with a new disposable mascara wand

• Liquid eyeliners

Liquid eyeliner should be applied to each eye with a new disposable liquid

eyeliner brush.

4. How long do these cosmetics last?

• A product containing no preservatives

The shelf life of a product which contains no preservatives should be stamped

with an expiry date if it is less than six months.

• A product that has to meet European standards

Products that have to meet European standards have a shelf life of about

30 months.

B3.A2 continued




Consult and prepare for make-upMake sure that you know how to carry out a consultation with a make-up client by answering the questions below. Check you have selected the correct number of answers for each question.

1. Which three of the following methods of consultation should you use to identify your client’s needs for the make-up application? Choose three answers.

• Verbal – ask questions both open and closed �

• Ask closed questions only – avoid open questions or the client will talk for too long �

• Visual inspection – look at the skin and check the record card �

• Manual – feel the skin to find out about the texture and tone �

• Written answers – ask the client to write down their answers to your questions �

• Negative body language – make sure you keep your arms folded and avoid eye contact �

2. At what age is someone considered to be a minor for salon treatments? Choose one answer.

• Under 14 �

• Under 16 �

• Under 18 �

• Under 21 �

3. If a client is a minor what do you need to ensure? Choose one answer.

• That written consent is obtained from the client and from their parent/guardian over the phone �

• That written consent is obtained from the parent/guardian and the parent/guardian is present throughout the treatment �

• That the parent/guardian is not present during the treatment �

• That the minor must only be treated during school hours �

Continued overleaf



4. If a client had a contra-indication to the treatment how would you inform them? Choose two answers.

• By shouting it out in a loud voice �

• By telling them to leave the salon immediately so no one else catches it �

• By diagnosing the contra-indication and recommending the treatment they should use �

• Calmly and in a way that would not cause alarm �

• Without reference to a specific medical condition �

5. Why is it important to write down a treatment plan before starting a treatment? Choose one answer.

• So that you can use exactly the same treatment on your next client �

• So that both you and the client are aware of what you have agreed before commencing the treatment �

• So that you look good to the client and they write a good comment on the feedback form �

• So that you can take it home to show your parents and friends a�er the treatment �

6. Why do you need to accurately identify the client’s skin type before commencing the make-up application? Choose two answers.

• So you know what cleansing, toning and moisturising products to use �

• To make it look as if you know what you are talking about �

• So you can tell the client exactly what she is doing wrong in her current skin care regime �

• So you know what type of foundation is best suited for the skin type �

• So you can advise the client on which nail products to use �

B3.A3 continued




Consult and prepare for make-upMake sure that you know how to carry out a consultation with a make-up client by answering the questions below. Check you have selected the correct number of answers for each question.

1. Which three of the following methods of consultation should you use to identify your client’s needs for the make-up application? Choose three answers.

• Verbal – ask questions both open and closed

• Ask closed questions only – avoid open questions or the client will talk for too long �

• Visual inspection – look at the skin and check the record card

• Manual – feel the skin to find out about the texture and tone

• Written answers – ask the client to write down their answers to your questions �

• Negative body language – make sure you keep your arms folded and avoid eye contact �

2. At what age is someone considered to be a minor for salon treatments? Choose one answer.

• Under 14 �

• Under 16

• Under 18 �

• Under 21 �

3. If a client is a minor what do you need to ensure? Choose one answer.

• That written consent is obtained from the client and from their parent/guardian over the phone �

• That written consent is obtained from the parent/guardian and the parent/guardian is present throughout the treatment

• That the parent/guardian is not present during the treatment �

• That the minor must only be treated during school hours �

Continued overleaf



4. If a client had a contra-indication to the treatment how would you inform them? Choose two answers.

• By shouting it out in a loud voice �

• By telling them to leave the salon immediately so no one else catches it �

• By diagnosing the contra-indication and recommending the treatment they should use �

• Calmly and in a way that would not cause alarm

• Without reference to a specific medical condition

5. Why is it important to write down a treatment plan before starting a treatment? Choose one answer.

• So that you can use exactly the same treatment on your next client �

• So that both you and the client are aware of what you have agreed before commencing the treatment

• So that you look good to the client and they write a good comment on the feedback form �

• So that you can take it home to show your parents and friends a�er the treatment �

6. Why do you need to accurately identify the client’s skin type before commencing the make-up application? Choose two answers.

• So you know what cleansing, toning and moisturising products to use

• To make it look as if you know what you are talking about �

• So you can tell the client exactly what she is doing wrong in her current skin care regime �

• So you know what type of foundation is best suited for the skin type

• So you can advise the client on which nail products to use �

B3.A3 continued




Adjusting the treatment planWork in pairs or small groups to answer the questions below. Whoever the client you are working with, always remember that it is your job to behave professionally at all times and to try to make every client’s experience in the salon as enjoyable as possible.

1. If a client is unhappy with the suggested make-up plan, but doesn’t come out and say so, what signs might you pick up from their body language or from the way they speak that they aren’t happy? Complete the spider diagram below with your ideas.

Signs your client isunhappy

client’s arms are crossed

Remember that some of your clients might have a different cultural or religious background from you. Others may have mature skin; some clients might have a disability; and you might also have some male clients. You will have to adapt your treatment to suit each of your clients’ needs and circumstances.

Continued overleaf



2. Match the adaptations listed on the right to the four groups of clients on the le� by drawing linking lines.

Clients with cultural or religious differences

If your client has a mobility problem, you will need to work around this – for example, you might apply your client’s make-up while they are sitting in their wheelchair rather than on the treatment couch.

Choose non-pearlised colours as pearlised colours will define the lines in the client’s skin.

You need to consider the type of body language and any questioning you use, so that is does not appear flirtatious.

You will probably need to use sponges to remove the cleanser instead of cotton wool (as cotton wool might catch on beard stubble).

You may have to carry out the make-up application in a private room in line with the client’s religious beliefs.

You may have to redraw the contour lines of the lips as these may have become thinner.

When applying foundation, you must be careful not to drag the skin, as the skin is likely to be more wrinkled and the contours will have dropped.

You may have to use different products; for example, for a vegan or a vegetarian, the products would have to be carefully identified as containing no animal derivatives.

If your client has learning difficulties, remember to always talk to the client and also confirm information with the support worker accompanying them.

Clients with mature skin

Clients with disabilities

Male clients

B3.A4 continued




Adjusting the treatment planWork in pairs or small groups to answer the questions below. Whoever the client you are working with, always remember that it is your job to behave professionally at all times and to try to make every client’s experience in the salon as enjoyable as possible.

1. If a client is unhappy with the suggested make-up plan, but doesn’t come out and say so, what signs might you pick up from their body language or from the way they speak that they aren’t happy? Complete the spider diagram below with your ideas.

Signs your client isunhappy

client’s arms are crossed

client is frowning,not smiling

client’s tone of voice is sharp

client is speaking verylittle

client is giving only closed answers (yes/no)

to your questions

Remember that some of your clients might have a different cultural or religious background from you. Others may have mature skin; some clients might have a disability; and you might also have some male clients. You will have to adapt your treatment to suit each of your clients’ needs and circumstances.

Continued overleaf



2. Match the adaptations listed on the right to the four groups of clients on the le� by drawing linking lines.

B3.A4 continued

Clients with cultural or religious differences

If your client has a mobility problem, you will need to work around this – for example, you might apply your client’s make-up while they are sitting in their wheelchair rather than on the treatment couch.

Choose non-pearlised colours as pearlised colours will define the lines in the client’s skin.

You need to consider the type of body language and any questioning you use, so that is does not appear flirtatious.

You will probably need to use sponges to remove the cleanser instead of cotton wool (as cotton wool might catch on beard stubble).

You may have to carry out the make-up application in a private room in line with the client’s religious beliefs.

You may have to redraw the contour lines of the lips as these may have become thinner.

When applying foundation, you must be careful not to drag the skin, as the skin is likely to be more wrinkled and the contours will have dropped.

You may have to use different products; for example, for a vegan or a vegetarian, the products would have to be carefully identified as containing no animal derivatives.

If your client has learning difficulties, remember to always talk to the client and also confirm information with the support worker accompanying them.

Clients with mature skin

Clients with disabilities

Male clients




Contra-indications and skin concerns1. Look at the following contra-indications to make-up application and their descriptions.

Decide whether each of the contra-indications restricts or prevents treatment. Write each one in the correct part of the table below. Briefl y explain your reasons.

Open cuts and abrasions: areas where the skin has become damaged and therefore is tender to the touch. A scab may be forming.

Conjunctivitis: an eye condition that causes eyes to become watery, red and swollen and causes pus.

Eczema and psoriasis: two conditions which cause the skin to be extremely dry. The skin might be red and fl aky, patchy or scaly.

Skin irritation: the skin looks red in colour.

Cold sores: small blisters which are o� en found on the lips, cheeks or nose area.

Swelling: an area that has increased in size. It might be linked to bruising and could be painful if touched.

Prevents treatment Restricts treatment

Continued overleaf



2. Match each of the skin concerns (le� ) below to the treatment you should carry out either prior to or during a make-up application (right). Draw lines linking your answers.

Dry skinAdvise the client to come in for facials prior to make-up applications to help balance the skin, and use a mousse-based foundation.

Sensitive skinMake sure a sensitivity test has been carried out prior to the make-up application to prevent the unnecessary occurrence of skin reactions to products.

Oily skin

Make sure the skin is well moisturised prior to make-up application, advise the client to come in for a facial or to do an exfoliation treatment at home to help. Use a foundation that contains a high quantity of oils, for example a cream-based foundation; avoid drying products. It might be a good idea to use cream eyeshadows and cream blushers.

Dark circles Advise the client to come in for facials prior to make-up application to help the problem, use liquid-, oil- and water-based foundations and avoid drying products.

Dehydrated skin Do not overtreat the skin, and use a green corrective concealer to reduce the red colour prior to foundation application.

Broken capillariesAdvise the client to drink plenty of water to reduce the appearance of these, and use a concealer two shades lighter to the foundation to reduce their appearance during make-up application.

Combination skinAdvise the client to come in for facials prior to make-up application to reduce the signs of comedones, papules and pustules, and use a matt moisturiser and water-based foundation.

B3.A5 continued




Contra-indications and skin concernsLook at the following contra-indications to make-up application and their descriptions.

Decide whether each of the contra-indications restricts or prevents treatment. Write each one in the correct part of the table below. Briefl y explain your reasons.

Open cuts and abrasions: areas where the skin has become damaged and therefore is tender to the touch. A scab may be forming.

Conjunctivitis: an eye condition that causes eyes to become watery, red and swollen and causes pus.

Eczema and psoriasis: two conditions which cause the skin to be extremely dry. The skin might be red and fl aky, patchy or scaly.

Skin irritation: the skin looks red in colour.

Cold sores: small blisters which are o� en found on the lips, cheeks or nose area.

Swelling: an area that has increased in size. It might be linked to bruising and could be painful if touched.

Prevents treatment Restricts treatment

Conjunctivitis – highly contagious

Cold sores – highly contagious

Cuts and abrasions – they could become infected, so the areas should be avoided

Swelling – the area might be painful to touch, so the area should be avoided

Skin irritation – touching the area might aggravate the irritation

Eczema and psoriasis – depending on the severity, the skin might be prone to infection

Continued overleaf



1. Match each of the skin concerns (le� ) to the treatment you should carry out either prior to or during a make-up application (right). Draw lines linking your answers.

Dry skinAdvise the client to come in for facials prior to make-up applications to help balance the skin, and use a mousse-based foundation.

Sensitive skinMake sure a sensitivity test has been carried out prior to the make-up application to prevent the unnecessary occurrence of skin reactions to products.

Oily skin

Make sure the skin is well moisturised prior to make-up application, advise the client to come in for a facial or to do an exfoliation treatment at home to help. Use a foundation that contains a high quantity of oils, for example a cream-based foundation; avoid drying products. It might be a good idea to use cream eyeshadows and cream blushers.

Dark circles Advise the client to come in for facials prior to make-up application to help the problem; use liquid-, oil- and water-based foundations and avoid drying products.

Dehydrated skin Do not overtreat the skin, and use a green corrective concealer to reduce the red colour prior to foundation application.

Broken capillariesAdvise the client to drink plenty of water to reduce the appearance of these, and use a concealer two shades lighter to the foundation to reduce their appearance during make-up application.

Combination skinAdvise the client to come in for facials prior to make-up application to reduce the signs of comedones, papules and pustules, and use a matt moisturiser and water-based foundation.

B3.A5 continued




Choosing suitable make-up1. Match the concealer types for white/Caucasian skin listed below to the skin concerns they should be

used for by drawing linking lines.

Concealer Skin concern

Green Sallow complexion

Peach Redness of the skin

Mauve Dark circles under the eyes

2. When should you use a loose powder?

3. When should you use a compact powder?

4. Should cream blusher and eyeshadow be used before or a�er loose powder application? Explain why.

5. Which age group is it best not to apply pearlised or frosted colours to?

6. Which type of foundation would be best for dry skin, and which type would be best for oily skin?

7. What kind of lipstick should be used on a client with dry lips?




Choosing suitable make-up1. Match the concealer types for white/Caucasian skin listed below to the skin concerns they should be

used for by drawing linking lines.

Concealer Skin concern

Green Sallow complexion

Peach Redness of the skin

Mauve Dark circles under the eyes

2. When should you use a loose powder?

A�er the foundation is applied

3. When should you use a compact powder?

To touch up a make-up a�er both foundation and loose powder have been applied to reduce shine

4. Should cream blusher and eyeshadow be used before or a�er loose powder application? Explain why.

They should be used before loose powder, otherwise the cream would clog with the loose powder.

5. Which age group is it best not to apply pearlised or frosted colours to?

Over 55 as it will emphasis the fine lines and wrinkles

Continued overleaf



6. Which type of foundation would be best for dry skin, and which type would be best for oily skin?

For clients with dry skin, a cream-based foundation is best. For clients with oily skin, a water-based,

less rich foundation is best.

7. What kind of lipstick should be used on a client with dry lips?

For a client with dry lips, apply a rich moisturising lipstick.

B3.A6 continued




Step-by-step make-up applicationRearrange the steps in a make-up application to form a flow chart showing the correct order.

Apply foundation

Apply concealer

Apply loose powder

Apply blusher

Apply eye shadow then eyeliner

Apply mascara and eyebrow pencil

Apply lip pencil and lip products




Step-by-step make-up applicationRearrange the steps in a make-up application to form a flow chart showing the correct order.

Apply foundation

Apply concealer

Apply loose powder

Apply blusher

Apply eye shadow then eyeliner

Apply mascara and eyebrow pencil

Apply lip pencil and lip products




A�ercare adviceShow your understanding of appropriate a�ercare advice to give clients a�er a make-up application by selecting the correct words to complete the gaps in the passage below.

individual

moisturisers

type

reapply

maximum

allergic

spray

soothe

refresh

doctor

suitable

avoid

contra-action

colours

subside

dry

techniques

removal

cotton wool

It is important to give your client a�ercare advice a�er a make-up application so that the

client can gain the effect from the treatment received. You must give the

a�ercare advice that is suitable for the client. Think about your client’s skin

type and advise them on skin preparations, cleansers, toners

and . You should also advise them on the that suit their skin

tone and on the cosmetics suitable for their skin . It is also helpful to tell the

client which types of cosmetics to – for example, if the client has

skin, it would be better for her not to use much powder. Tell the client about appropriate

make-up application for them to try at home, and advise them on how

to their make-up during the day or evening – for example, they could use a

fine water , apply pressed powder and lip colour. Advise your

client on the correct of make-up as well. You should also inform the client of

what to do if they have a . In the case of an reaction, for

example, the client should remove all make-up products and the skin with

damp and soothing lotion such as calamine lotion if necessary. If the reaction

does not within 24 hours, the client should contact their .




A�ercare adviceShow your understanding of appropriate a�ercare advice to give clients a�er a make-up application by selecting the correct words to complete the gaps in the passage below.

individual

moisturisers

type

reapply

maximum

allergic

spray

soothe

refresh

doctor

suitable

avoid

contra-action

colours

subside

dry

techniques

removal

cotton wool

It is important to give your client a�ercare advice a�er a make-up application so that the

client can gain the maximum effect from the treatment received. You must give the

a�ercare advice that is suitable for the individual client. Think about your client’s skin type

and advise them on suitable skin preparations, cleansers, toners and moisturisers. You

should also advise them on the colours that suit their skin tone and on the cosmetics

suitable for their skin type. It is also helpful to tell the client which types of cosmetics to

avoid – for example, if the client has dry skin, it would be better for her not to use much

powder. Tell the client about appropriate make-up application techniques for them to try at

home, and advise them on how to refresh their make-up during the day or evening – for

example, they could use a fine water spray, apply pressed powder and reapply lip colour.

Advise your client on the correct removal of make-up as well. You should also inform the

client of what to do if they have a contra-action. In the case of an allergic reaction, for

example, the client should remove all make-up products and soothe the skin with damp

cotton wool and soothing lotion such as calamine lotion if necessary. If the reaction does

not subside within 24 hours, the client should contact their doctor.




Make-up for clients with glasses or contact lensesIf you are carrying out a make-up treatment on a client who wears glasses or contact lenses this will affect how you plan the treatment. This is to prevent the make-up looking unbalanced. You will need to consult your client about whether they are wearing contact lenses or, if they are wearing glasses, whether they are for long or short sight.

Factors you should consider are:

• colour of the frame • size of the frame • lens type • contact lenses.

Look at the table below and write down what you could do to balance the make-up for the different frames and lenses.

Frames How can you balance the make-up?

Heavy frames

Light frames

Coloured frames

Lenses

For short-sight – make the eyes look smaller

For long-sight – make the eyes look bigger

Tinted – may change the colour of the make-up

How should you work on a client who is happy to keep their contact lenses in during the make-up treatment?




Make-up for clients with glasses or contact lensesIf you are carrying out a make-up treatment on a client who wears glasses or contact lenses this will affect how you plan the treatment. This is to prevent the make-up looking unbalanced. You will need to consult your client about whether they are wearing contact lenses or, if they are wearing glasses, whether they are for long or short sight.

Factors you should consider are:

• colour of the frame • size of the frame • lens type • contact lenses.

Look at the table below and write down what you could do to balance the make-up for the different frames and lenses.

Frames How can you balance the make-up?

Heavy frames Use strong lip colours and eye make-up to balance the facial features

Light frames Use soft colours, eyeliners and mascara

Coloured frames Use colours that complement the colour of the frames

Lenses

For short-sight – make the eyes look smaller Use light or bright colours to make the eyes appear bigger

For long-sight – make the eyes look bigger Use neutral or darker shades to prevent the eyes looking too prominent

Tinted – may change the colour of the make-up Check what the colours look like through the tinted lenses

How should you work on a client who is happy to keep their contact lenses in during the make-up treatment?

• Work gently around the eye area

• Avoid heavy creams and oils as they may smear the lenses

• Make sure the client’s eyes are closed when applying eyeshadows to prevent dust getting in the eyes

• Use a mascara without alcohol or fibres as these can irritate the eyes




Revision word searchAnswer the following questions and then look for the words in the grid on the next page.

1. What make-up is used to set foundation?

2. What corrective colour should be used to even out a red complexion?

3. What tool should you use to apply lipstick?

4. What should you put on the client to protect their clothes?

5. What product should you use to remove traces of old make-up and prepare the skin for the new application?

6. What type of questions do you use to confirm information about the client’s wishes?

7. What term do we use for a condition that might prevent a treatment or require the treatment to be adapted?

8. Sitting and standing straight are examples of good ………………… .This will help minimise fatigue and injury.

9. What type of foundation is best suited to oily skin?

10. Where do you write down all the details about a client’s treatment?

11. What product is used to enhance the shape of the eyebrows?

12. If the client is a minor the written consent must have the parent or guardian’s ………………… .

13. What product is used to enhance the cheeks?

14. What do you use to show the client the finished results of the make-up?

15. A�er the treatment the work area should be le� clean and ………………… .

Continued overleaf



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B3.A10 continued




Revision word searchAnswer the following questions and then look for the words in the grid on the next page.

1. What make-up is used to set foundation? Loose powder

2. What corrective colour should be used to even out a red complexion? Green

3. What tool should you use to apply lipstick? Brush

4. What should you put on the client to protect their clothes? Gown

5. What product should you use to remove traces of old make-up and prepare the skin for the new application? Cleanser

6. What type of questions do you use to confirm information about the client’s wishes? Closed

7. What term do we use for a condition that might prevent a treatment or require the treatment to be adapted? Contra-indication

8. Sitting and standing straight are examples of good ………………… . postureThis will help minimise fatigue and injury

9. What type of foundation is best suited to oily skin? Water-based

10. Where do you write down all the details about a client’s treatment? Record card

11. What product is used to enhance the shape of the eyebrows? Eyebrow pencil

12. If the client is a minor the written consent must have the parent or guardian’s ………………… . signature

13. What product is used to enhance the cheeks? Blusher

14. What do you use to show the client the finished results of the make-up? Mirror

15. A�er the treatment the work area should be le� clean and ………………… . tidy

Continued overleaf



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B3.A10 continued

Documents

Level 1 Unit B3 Assist with day make-up - Pearson Education€¦ · Unit B3 Assist with day make-up ... The unit is divided into four main areas of ... Learners are also referred