© Pearson Education 2010 Printing and photocopying permitted 1
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
© Pearson Education 2010 Printing and photocopying permitted 2
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 3
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 4
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 5
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 6
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
© Pearson Education 2010 Printing and photocopying permitted 7
Level 1, Unit B3 Assist with day make-up
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 8
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
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 9
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
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
Individual development plan continued
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 10
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
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
Individual development plan continued
© Pearson Education 2010 Printing and photocopying permitted 11
Level 1, Unit B3 Assist with day make-up
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:
© Pearson Education 2010 Printing and photocopying permitted 12
Level 1, Unit B3 Assist with day make-up
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.
© Pearson Education 2010 Printing and photocopying permitted 13
Level 1, Unit B3 Assist with day make-up
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.
© Pearson Education 2010 Printing and photocopying permitted 14
Level 1, Unit B3 Assist with day make-up
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.
© Pearson Education 2010 Printing and photocopying permitted 15
Level 1, Unit B3 Assist with day make-up
B3.A2 Activity sheet 2
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 16
• 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
© Pearson Education 2010 Printing and photocopying permitted 17
Level 1, Unit B3 Assist with day make-up
B3.A2 Activity sheet 2 – solution
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 18
• 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
© Pearson Education 2010 Printing and photocopying permitted 19
Level 1, Unit B3 Assist with day make-up
B3.A3 Activity sheet 3
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 20
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
© Pearson Education 2010 Printing and photocopying permitted 21
Level 1, Unit B3 Assist with day make-up
B3.A3 Activity sheet 3 – solution
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 22
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
© Pearson Education 2010 Printing and photocopying permitted 23
Level 1, Unit B3 Assist with day make-up
B3.A4 Activity sheet 4
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 24
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
© Pearson Education 2010 Printing and photocopying permitted 25
Level 1, Unit B3 Assist with day make-up
B3.A4 Activity sheet 4 – solution
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 26
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
© Pearson Education 2010 Printing and photocopying permitted 27
Level 1, Unit B3 Assist with day make-up
B3.A5 Activity sheet 5
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 28
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
© Pearson Education 2010 Printing and photocopying permitted 29
Level 1, Unit B3 Assist with day make-up
B3.A5 Activity sheet 5 – solution
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 30
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
© Pearson Education 2010 Printing and photocopying permitted 31
Level 1, Unit B3 Assist with day make-up
B3.A6 Activity sheet 6
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?
© Pearson Education 2010 Printing and photocopying permitted 32
Level 1, Unit B3 Assist with day make-up
B3.A6 Activity sheet 6 – solution
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 33
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
© Pearson Education 2010 Printing and photocopying permitted 34
Level 1, Unit B3 Assist with day make-up
B3.A7 Activity sheet 7
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
© Pearson Education 2010 Printing and photocopying permitted 35
Level 1, Unit B3 Assist with day make-up
B3.A7 Activity sheet 7 – solution
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
© Pearson Education 2010 Printing and photocopying permitted 36
Level 1, Unit B3 Assist with day make-up
B3.A8 Activity sheet 8
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 .
© Pearson Education 2010 Printing and photocopying permitted 37
Level 1, Unit B3 Assist with day make-up
B3.A8 Activity sheet 8 – solution
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.
© Pearson Education 2010 Printing and photocopying permitted 38
Level 1, Unit B3 Assist with day make-up
B3.A9 Activity sheet 9
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?
© Pearson Education 2010 Printing and photocopying permitted 39
Level 1, Unit B3 Assist with day make-up
B3.A9 Activity sheet 9 – solution
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
© Pearson Education 2010 Printing and photocopying permitted 40
Level 1, Unit B3 Assist with day make-up
B3.A10 Activity sheet 10
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 41
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B3.A10 continued
© Pearson Education 2010 Printing and photocopying permitted 42
Level 1, Unit B3 Assist with day make-up
B3.A10 Activity sheet 10 – solution
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
Level 1, Unit B3 Assist with day make-up
© Pearson Education 2010 Printing and photocopying permitted 43
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B3.A10 continued