VTCT Hair and Beauty Studies: Level 3 Advanced Diploma ADR Unit 8

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Take a look at Unit 8: Cosmetic science, from our ADR pack for VTCT Level 3 Advanced Diploma in Hair & Beauty Studies.

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Unit 8 Cosmetic science

Level 3 Advanced Diploma

Unit 8 Cosmetic scienceUnit overview60 Guided learning hours (GLH)

Learning outcomes:LO1: Understand the cosmetic science industry LO2: Understand the key scientific principles and concepts of cosmetics and their application LO3: Be able to create and present cosmetic products LO4: Be able to evaluate cosmetic products

Resources provided:Sample scheme of work Overview of activities Activities Sample assessment PowerPoint presentation page 00 page 00 page 00 on CD-ROM on CD-ROM

Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

247

Level 3 Advanced Diploma

Unit 8 Cosmetic science

Unit 8 Cosmetic science

Level 3 Advanced Diploma

Unit 8 Cosmetic scienceSample scheme of workGuided learning hours (GLH): 60 Structure 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 specific learning outcome. Following 54 GLH of structured delivery, there are 6 hours for assessment. GLH Session 1: 2 GLH Content Understand the cosmetic science industry: Scope (LO1) Possible activities Whole class teaching Introduce the unit aims and objectives. Explain the scheme of work and assessment requirements. Demonstrate where other units (3, 5, and 6) link with this unit. Explain the importance of documenting sessions and research methods. Introduce session objectives. Individual work Learners list as many types of cosmetic as they can think of (Activity 8.1). Whole class teaching Following activity, encourage discussion and extrapolation. Paired work Ask learners to list careers related to the cosmetic industry. Pair then joins with another pair to share ideas. Whole class teaching Reflect on learning. Encourage learners to compile a dictionary of key terms and definitions throughout this unit using an address book. Session 2: 2 GLH Understand the cosmetic science industry: Scope (careers related to the cosmetic industry, role and influence of professional associations) (LO1) Whole class teaching Introduce session objectives. Whole class teaching Visiting speakers to give presentations on the cosmetics industry. Whole class teaching Learners complete a reflection log (Activity 8.2). Hold a group discussion to consolidate learning. Speakers could include professional organisations, retailers, manufacturers, product representatives, trainers, etc. Activity 8.2 Cosmetic industry careers: reflection log Resources Unit 8 Handbook Overview purpose of the unit Overview of learning outcomes Overview of assessment criteria Paper, pens Bell (optional) Activity 8.1 Understand the cosmetic science industry

GLH Session 3: 2 GLH

Content Understand the cosmetic science industry: Scope (careers related to the cosmetic industry, role and influence of professional associations) (LO1)

Possible activities Whole class teaching Introduce session objectives. Individual work Research one career related to the cosmetic industry or professional association allocated at random. Learner to prepare a 2-minute presentation in role as professional. Whole class teaching Two-minute individual presentations followed by Q and A. Whole class teaching Introduce session objectives. Ascertain prior knowledge. Introduce legal and EU requirements. Paired work Learners research specific legal requirements (health and safety, sale of goods, animal testing, restricted ingredients, cosmetic labelling) and produces an A5 summary card. Cards are copied by tutor and distributed to all learners. Split learners into new pairings for legal and EU requirements game (Activity 8.3). Whole class teaching Q and A to check learning.

Resources ICT suite for research Activity 8.2 Cosmetic industry careers: individual research activity

Session 4: 2 GLH

Understand the cosmetic science industry: Key legal and EU requirements (LO1)

ICT suite for research Photocopier A5 cards Card Scissors/guillotine Useful websites: www. leffingwell.com/ cosmetics/vol_1en.pdf www.berr.gov.uk/files/ file36857.pdf www.defra.gov. uk/animalh/by-prods/ default.htm www.hse.gov.uk/ pubns www.hc-sc.gc.ca/ cosmetics Activity 8.3 Legal and EU requirements: game of cards

Session 5: 2 GLH

Understand the cosmetic science industry: Review the scope of the cosmetic science industry (LO1: AC1); Explain the key legal issues in the development and sale of cosmetics (LO1: AC2)

Whole class teaching Introduce session objectives. Paired work Use this session for assessment preparation and internal formative assessment. Learners write an assessment brief for AC1 and AC2, swap with another pair and then work on the brief as a pair. Whole class teaching Reinforce assessment criteria and how it will be achieved using examples of (anonymous) good and improvable responses from the group.

Unit 8 handbook Overview purpose of the unit Overview of learning outcomes Overview of assessment criteria

248

Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

249

Level 3 Advanced Diploma

Unit 8 Cosmetic science

Unit 8 Cosmetic science

Level 3 Advanced Diploma

GLH Session 6: 2 GLH

Content Understand the key scientific principles and concepts of cosmetics and their application: Structure and properties of chemicals (LO2)

Possible activities Whole class teaching Introduce session objectives. Ascertain prior knowledge. Outline key vocabulary relating to structure and properties of chemicals. Paired work Learners note down key ingredients and other vocabulary from cosmetic labels. Learners attempt to understand cosmetic labels by applying vocabulary to listed ingredients. Whole class teaching Check learning through revision questions (Activity 8.4). (See Activity 8.5 for answers.)

Resources Cosmetic labels and packaging encourage learners to add to this resource by saving empty cosmetic packages Ruth Winter, A Consumers Dictionary of Cosmetic Ingredients (Three Rivers Press, 6th edn, 2005) Paula Begoun and Bryan Barron, Dont Go to the Cosmetics Counter Without Me, (Beginning Press, 7th edn, 2007) Zoe Diana Draelos and Lauren A. Thaman (eds), Cosmetic Formulation of Skin Care Products, Vol. 30 (Informa Healthcare, 2006) Useful website: www.herballuxuries. com/ingredientslist. htm Activity 8.4 Structure and properties of chemicals: revision questions Activity 8.5 Structure and properties of chemicals: answers

GLH Session 8: 2 GLH

Content Understand the key scientific principles and concepts of cosmetics and their application: Key principles and concepts of cosmetic chemistry (LO2)

Possible activities Whole class teaching Introduce session objectives. Introduce key vocabulary for principles and concepts of cosmetics. Individual work Learners complete true or false questions followed by completion of definitions in the glossary and/or individual dictionary (Activity 8.7; see Activity 8.8 for answers; Activity 8.9). Whole class teaching Reflect on learning from activities in the session.

Resources Activity 8.7 Key principles and concepts of the cosmetics industry: true or false Activity 8.8 Key principles and concepts of the cosmetics industry: answers Activity 8.9 Key principles and concepts of the cosmetics industry: glossary Laboratory equipment and ingredients for a simple shampoo Materials for producing labels PPE Randy Schueller and Perry Romanowski, Beginning Cosmetic Chemistry (Allured, 3rd edn, 2008) Lisa Sharon Belkin, The Cosmetics Cookbook (Booksurge, 2008) Gill Farrer-Halls, Natural Beauty Recipe Book (Rockport, 2006) Deb Carpenter, Natures Beauty Kit: Cosmetic Recipes You Can Make at Home (Fulcrum, 1995) Zoe Diana Draelos and Lauren A. Thaman (eds), Cosmetic Formulation of Skin Care Products, Vol. 30 (Informa Healthcare, 2006)

Session 9: 2 GLH

Be able to create and present cosmetic products: Manufacture of simple products (shampoo) (LO3)

Whole class teaching Introduce session objectives. Introduce equipment, ingredients and recipes for the manufacture of a simple shampoo. Demonstrate shampoo manufacture with attention to health and safety. Tutor to conduct risk assessment. Paired work Learners manufacture a simple shampoo. They should also produce a product descriptor and label. Whole class teaching Evaluate the process of manufacture. Share ideas about product descriptors. Reflect on learning from session.

Session 7: 2 GLH

Understand the key scientific principles and concepts of cosmetics and their application: Raw materials and ingredients used in hair, beauty and nail products (LO2)

Whole class teaching Introduce session objectives. Group work Fieldwork in local high street/shopping centre (stores, salons, etc.). Give each group of 34 learners a specific area to research (e.g. hair care, skin care, nails, colour cosmetics) (Activity 8.6). Learners compile a list of ingredients in a specific range of cosmetics. Whole class teaching Each group inputs their findings on to a master grid which can be reproduced for individual learners. Tutor to facilitate.

Paper, clipboard, pens Risk assessment Activity 8.6 Key ingredients in hair, beauty and nail products: summary grids

250

Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

251

Level 3 Advanced Diploma

Unit 8 Cosmetic science

Unit 8 Cosmetic science

Level 3 Advanced Diploma

GLH Session 10: 2 GLH

Content Understand the key scientific principles and concepts of cosmetics and their application: Key principles and concepts of cosmetic chemistry: Types and origins of colour pigments and dyes used in cosmetic products (LO2)

Possible activities Whole class teaching Introduce session objectives. Encourage learners to consider the importance of pigments and dyes in cosmetics, e.g. would they use a face cream that was green, a shampoo that was yellow or a hand cream that was without pigment? Introduce pigments and dyes. Whole class teaching Learners use and evaluate coloured cosmetics at various colour stations monitoring their own reactions to various usual and unusual pigmented cosmetics (Activity 8.10). Whole class teaching Feedback and reflection on learning from the experiential activity. Provide learners with overview of pigments and dyes. Group activity Ask groups of 34 learners to research specific pigments and dyes (e.g. water/ oil soluble, animal exudates, synthetic chemicals) and present their findings in the form of an A3 poster. Whole class teaching Reflect on learning from activities in the session.

ResourcesFor each colour station (table): 56 cosmetics (and/ or food) of a similar colour: a range of off-the-shelf products in traditional colours and more unusually coloured cosmetics Food colouring (optional) Hand-made cosmetics without pigment (optional) Spatulas, tissues, face wipes, hand wipes, enamel remover, cotton wool, rubbish bins Paper, pens ICT facilities for research A3 paper Ruth Winter, A Consumers Dictionary of Cosmetic Ingredients (Three Rivers Press, 6th edn, 2005) Paula Begoun and Bryan Barron, Dont Go to the Cosmetics Counter Without Me, (Beginning Press, 7th edn, 2007) Zoe Diana Draelos and Lauren A. Thaman (eds), Cosmetic Formulation of Skin Care Products, Vol. 30 (Informa Healthcare, 2006) Useful websites: www.rohadyechem. com/cosmetics.htm www.neelikon.com/ cosmetic.htm www.herballuxuries. com/ingredientslist.htm Activity 8.10 Pigments and dyes: colour stations experiential

GLH Session 11: 2 GLH

Content Understand the key scientific principles and concepts of cosmetics and their application: Key principles and concepts of cosmetic chemistry: Types and origins of perfumes used in cosmetic products (LO2)

Possible activities Whole class teaching Introduce session objectives. Paired work Ascertain prior knowledge: What are essential oils? Where do they come from? Name examples of essential oils and their uses. Whole class teaching Facilitate feedback from paired activity on essential oils (Activity 8.11). Give overview of essential oils. Demonstrate uses of oils (vaporiser, room spray, massage). Demonstrations could be enhanced by industry guests. Individual work Gapped handout to check learning of essential oils. Whole class teaching Feedback and Q and A to check learning.

Resources CD-ROM: PowerPoint presentation Essential oils Selection of essential oils Industry guests, e.g. aromatherapist, manufacturer, retailer, grower (optional) Activity 8.11 Essential oils

Session 12: 2 GLH

Understand the key scientific principles and concepts of cosmetics and their application: Assess the basic structures and properties of chemicals judging their effectiveness and use in hair, beauty and nail products (LO2: AC3) Be able to evaluate cosmetic products: Assess the hazards and harmful effects of chemicals within cosmetic products (LO4: AC6)

Whole class teaching Introduce session objectives. Paired work Use this session for assessment preparation and internal formative assessment under timed exam conditions. Provide each pair of learners with the same range of cosmetics (moisturiser, shampoo, lipstick, hand cream, nail enamel). They should identify the basic structure and properties of the raw ingredients in each product and judge its effectiveness (AC3). They should also assess the potential hazards and harmful effects of each product (AC6). Whole class teaching Reinforce assessment criteria and how it will be achieved using examples of (anonymous) good and improvable responses from the group.

Same range of cosmetic products, including moisturiser, shampoo, lipstick, hand cream, nail enamel either actual products or empty packages or A4 laminated images (one set for each pair of learners) Unit 8 Handbook Overview purpose of the unit Overview of learning outcomes Overview of assessment criteria

252

Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

253

Level 3 Advanced Diploma

Unit 8 Cosmetic science

Unit 8 Cosmetic science

Level 3 Advanced Diploma

GLH Session 13: 2 GLH

Content Understand the cosmetic science industry: Scope (careers related to the cosmetic industry) (LO1) Understand the key scientific principles and concepts of cosmetics and their ap...