VTCT Hair and Beauty Studies: Level 3 Advanced Diploma ADR Unit 3

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Take a look at Unit 3: Product research, design and development within hair and beauty, from our ADR pack for VTCT Level 3 Advanced Diploma in Hair & Beauty Studies.

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1 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaU0|l 5 F|0000l |888|00. 088|80 00 08v8I0m80l w|l0|0 0|| 00 080l9U0|l 0v8|v|8w60 Guided learning hours (GLH)Learning outcomes:LO1: Understand a range of factors that impact on hair and beauty product design and developmentLO2: Understand product development processes, including testing and triallingLO3: Be able to create, present and evaluate design ideas for a specifc hair and beauty product and marketResources provided:Sample scheme of work page 86Overview of activities page 94Activities page 96Sample assessment page 108PowerPoint presentation on CD-ROMVTCT_Advanced_Unit3_Hair&Beauty_1 1 27/4/09 09:34:19Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.U0|l 5 F|0000l |888|00. 088|80 00 08v8I0m80l w|l0|0 0|| 00 080l9bmI8 8008m8 0l w0|k Guided learning hours (GLH): 60Structure of delivery: The scheme of work for this unit is divided into 2-hour theory sessions and 2-hour practical sessions, each relating to a specifc learning outcome. Following 54 GLH of structured delivery, there are 6 hours for assessment of this unit. Session Content Possible activities Resources1 (2 GLH)Introduction to Unit 3, factors which impact on hair and beauty product design and development, impact of key social, environmental, ethical and economic factors on the global market place (LO1), product development process (LO2) Whole class teaching Introduce the unit aims and objectives. Demonstrate where other units (1, 5, 6 and 8) link with this unit. Introduce session objectives. Group workEach group is given a category of factors affecting the global market place to idea-storm (social, environmental, ethical and economic).Whole class teachingBuild on group idea-storming (Activity 3.1).Whole class teachingConclude session by refection and recapitulation of learning. Unit 3 HandbookOverview purpose of the unitOverview of learning outcomesOverview of assessment criteria Activity 3.1 Factors affecting the market place: Bingo!2(2 GLH)Understand factors which impact on hair and beauty product design and development, impact of infuences on the global market place (LO1)Whole class teachingIntroduce session objectives. Introduce infuences on the global market (celebrity, media, TV, fashion, need, medical, age). Paired workAsk learners to conduct research on infuences, making relevant notes such as type of celebrity endorsements (gender, age, industry links), relationship between medical, fashion and cosmetic industries.For research:Popular magazines, newspapers, department stores, TV advertisingVTCT_Advanced_Unit3_Hair&Beauty_2 2 27/4/09 09:34:205 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources2(2 GLH)(Continued)Whole class teaching Facilitate group discussion on infuences of the global market. Refect on learning from the activity3(4 GLH)Understand a range of factors that impact on hair and beauty product design (LO1); Be able to create, present and evaluate design ideas for a specifc hair and beauty product market (LO3)Whole class teachingIntroduce session objectives. Whole class activityVisit to trade fair. Learners should focus on new products and services and speak to professionals about the range of factors which infuenced their development. Learners should also collect leafets and brochures about new products and services. Trade shows such as Salon International, Professional Beauty, Professional Spa, Health and well-being fairs and events 4(2 GLH)Understand factors which impact on hair and beauty product design and development, global size and structure, lifecycle of products or services (LO1) Whole class teachingIntroduce session objectives. Provide overview of product design and development. Paired workResearch key vocabulary in order to complete product design and development vocabulary cards (Activity 3.2). Whole class teaching Q & A session to check learning. Refect on learning from the activity.Useful websites: http://www.thetimes100.co.uk/index.phphttp://www.businesslink.gov.uk Activity 3.2 Product design and development: vocabulary cards5(2 GLH)Understand factors which impact on hair and beauty product design and development, global size, iconic worldwide brands (LO1)Whole class teachingIntroduce session objectives. Assess prior learning of product design and development. Paired workResearch one iconic brand and write a short case study. Then photocopy case studies and share with the whole class.Whole class teachingLearners identify factors relating to product design and development from each others case studies.Activity 3.3 Iconic cosmetic brands For research:Useful website:http://www.thetimes100.co.uk/index.phpCompany websites Douglas Holt, How Brands Become Icons: The Principles of Cultural Branding (Harvard Business School, 2004)VTCT_Advanced_Unit3_Hair&Beauty_3 3 27/4/09 09:34:200Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources6(2 GLH)Interrelationships between manufacturers and retailers and other associated industries, process, relationship and mutual benefts (LO1) Whole class teachingIntroduce session objectives. Group work/Individual workAsk groups to explore the roles of manufacturer, wholesaler, retailer and customer in a series of task-based activities. Individual learners create a short person scenario applying their learning from earlier tasks. Each group creates four scenarios which they swap with another group to check learning. Whole class teachingConclude session by refection and recapitulation of group work. Activity 3.4 Relationships and mutual benefts: role play 7(2 GLH)The impact of key social, environmental, ethical and economic factors on the global marketplace (LO1)Whole class teachingIntroduce session objectives. Whole class activityVisit from speaker. Assist learners to prepare questions in advance so that they gain the most value from the session. Individual learners could be identifed to ask particular questions and have the questions written down as prompts. Suggested topics: recycling; animal testing; ethical trading; minimum wage; use of overseas suppliers and manufacturers; defnitions of ethical/environmental/green; use of local and/or organic goods; air miles; fair trade; sustainability.Whole class teachingVisiting speakers to engage learners in thinking about social, environmental, ethical and economic factors with Q & A refection and recapitulation of learning at end of session.Speakers could include:environmental health expert, councillor, environmental student or tutor, green specialist, Body Shop (or similar) representativeLearner questions and prompt cardsIdentifcation of who will ask which questions CD-ROM: PowerPoint presentation Social, environmental, ethical and economic factors VTCT_Advanced_Unit3_Hair&Beauty_4 4 27/4/09 09:34:215 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources8(2 GLH)Explain the global size, structure and growth of the hair and beauty manufacturing and retail sector at high street and professional trade levels (LO1: AC1); Evaluate the interrelationships between manufacturers and retailers and other associated industries (LO1: AC2); Consider the impact of key social, environmental, ethical and economic factors that infuence the global market place (LO1: AC3); Evaluate the internal and external factors that drive and infuence the global market place (LO1: AC4)Whole class teachingIntroduce session objectives.Group workAssessment preparation and internal formative assessment. Ask learners to write quiz-style questions to cover AC1, AC2, AC3 and AC4. Whole class teaching Collate the questions and act as quiz host. Groups should compete in teams to answer the questions they have prepared. The quiz could take on the format of a TV game show such as Who Wants to be a Millionaire! or The Weakest Link. Reinforce assessment criteria and how they will be achieved.Unit 3 HandbookOverview purpose of the unitOverview of learning outcomesOverview of assessment criteria Research methods (see pp. 1120)Activity 3.5 Quiz formatsBuzzers, bells, hooters, etc. for quiz Egg timer to measure time to answer questions 9(2 GLH)Understand product development processes including testing and trialling, how iconic and technological developments have contributed to the development of the hair and beauty sector (LO2) Whole class teachingIntroduce session objectives.Whole class activityLearners watch an episode of What Not to Wear.Group workLearners identify and discuss procedures used in the episode, e.g. make-up, skin care, clothing advice. Whole class teachingLearners watch an episode of 10 Years YoungerGroup workLearners identify the procedures used in the episode, e.g. anti-wrinkle treatments, cosmetic procedures, laser treatment.Whole class teachingConclude session by refecting on how iconic and technological developments have contributed to the development of the hair and beauty sector.Episode of What Not to Wear (BBC)Episode of 10 Years Younger (Channel 4)VTCT_Advanced_Unit3_Hair&Beauty_5 5 27/4/09 09:34:22bLevel 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources10 (2 GLH)Understand product development processes and how iconic and technological developments have contributed to the development of the hair and beauty sector (LO2) Whole class teachingIntroduce session objectives.Group workEach group forms the production team of a TV make-over show. Their task is to research and plan treatments, products and procedures to boost customer knowledge and self-esteem and improve health and well-being. They should present their ideas as a story board. Whole class teachingConclude session by refecting on how iconic and technological developments have contributed to the development of the hair and beauty sector.Activity 3.6 Consumers in the hair and beauty sector: TV make-overFor research:Popular glossy magazinesTrade journals Products and procedure leafets 11 (2 GLH)Understand product development processes and typical consumer market research processes, importance of market research, market research tips (LO2) Whole class teachingIntroduce session objectives. Revisit learning from case studies (session 5) and prior knowledge. Introduce importance of market research and tips for open and closed questioning, being impartial and being realistic.Group workEach group is to plan and conduct initial market research. Whole class teachingConclude session by refection and recapitulation of learning.Activity 3.7 Conducting market research: effective techniquesMicrophone and recording or video equipment 12/13 (4 GLH)Understand product development processes and typical consumer market research processes, iconic and technological developments (LO2)Whole class teachingIntroduce session objectives. Provide overview of new developments and assess prior knowledge. Paired workEach pair conducts research into a recent development in the hair and beauty sector, e.g. anti-ageing treatments, laser, facial peeling, surgical procedures, hot stones, ear candles, hair extensions.Useful websites:www.dh.gov.uk/en/PublicHealth/CosmeticSurgery/index.htmwww.harleymedical.co.ukwww.chisuk.org.uk/index.phpwww.bbc.co.uk/healthwww.bupa.co.ukVTCT_Advanced_Unit3_Hair&Beauty_6 6 27/4/09 09:34:227 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources12/13 (4 GLH)(Continued)Whole class activityEach pair creates a display to promote their chosen product or service (taking the form of a trade fair) with groups visiting each others area to share ideas and promote further thinking and discussion.Whole class teachingConclude session by refection and discussion to reinforce learning. 14/15 (4 GLH)Understand product development processes and typical consumer market research processes, develop new product ideas and services (LO2) Whole class teachingIntroduce session objectives. Demonstrate where other units (Units 6 and 8) link with this unit.Paired workAsk learners to think about the process of developing a new product or service.Group workTwo pairs join to form groups of four. Learners develop an idea for a new product/service, building on the previous session and linking with other units.Whole class teachingConclude session by refection on learning.Activity 3.8 Developing a new product or service: research process cards Activity 3.9 Developing a product or service VTCT_Advanced_Unit3_Hair&Beauty_7 7 27/4/09 09:34:238Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources16/17(4 GLH)Understand product development processes and typical consumer market research processes, develop new product ideas and services, market research processes (LO2) Whole class teachingIntroduce session objectives. Review previous session, identifying any problems with group project. Group workIn the same group as the previous session, learners plan and carry out a customer survey to check customer needs, loyalty, desires, attitudes, etc. This will provide information about how to price, package and promote the new product/service. Whole class teaching Explain how data from surveys is interpreted.Refect on market research.Activity 3.10 Developing a new product or service: questionnaire Useful websites to help learners write their questionnaires:http://www.qualitydigest.com/oct96/surveys.htmlhttp://www.toolpack.com/services/surveys.html18(2 GLH)Be able to create, present and evaluate design ideas for a spe...