Channelside-Hair & Beauty
Introduction to the hair and beauty sector
Career opportunities in Hairdressing, Beauty Therapy, Nail Services and Hair and Media Make-up
The opportunities for working in the hair and beauty industry do not just stop at salons in the high street or in a residential area; there are a lot more opportunities available.
Consider the following opportunities and make notes below on what would be like to work in different environments
- Hairdressing or beauty salons and nail bars – this can be in any country
- Barbers – this can be in any country
- Hairdressing or Beauty/Spa Salons within hotels – this can be in any country
- Hairdressing salons or Spas inside health farms, or sports/leisure centres
- Hairdressing or Make-up within the film, television, or theatre industry
- Hairdressing or Make-up in the fashion / photographic industry
- Any others you can think of?
Types of Salons
There are various types of salons in operation from a small one-person salon often referred to as ‘sole trader’ to a large corporation that may employ hundreds or thousands.
Consider the following salons and make notes on advantages and disadvantages in the spaces below
Sole trader – one person salon
Advantages:
Disadvantages:
Partnership salon
Advantages:
Disadvantages:
Large corporation
Advantages:
Disadvantages:
Franchise salon
Advantages:
Disadvantages:
Any other types of salons that may be operating:
Career development
Career development is an important part of progressing to your desired career goal
For this next task you are asked to research training and development opportunities and make notes in the table below
|
|
Opportunities they offer | Contact details to find out more information |
|
Qualifications |
Awarding body, or habia
|
|
|
Awarding Bodies |
VTCT website:
City & Guilds website:
|
|
|
Education and training |
Inspira, colleges, training providers, manufacturers, habia
|
|
|
Industry lead bodies |
Hairdressing and beauty industry authority – habia
website:
|
|
|
Apprenticeships |
Inspira
Training providers Colleges Employers Learning and Skills Council (LSC)
|
|
|
Inspira
|
Inspira (refer to your local office)
|
Presenting a professional image in a salon – Personal image
First impressions are important and our appearance forms part of that first impression. Depending on the salon’s image to what may be suitable dress, some salons have a uniform or dress code.
Create an ideal image for you, if you could choose what would you like to wear?
Presenting a professional image in a salon – Hand and nail care
In hairdressing and beauty professions we use our hands all the time, so they are always on show. Because of this, our hands and nails form part of our personal image therefore, it is important to ensure they are looked after and presented well (do you ever look at someone’s hands when handing money over and wonder when they last washed them!).
Hands
Hands must be kept clean at all times; otherwise you could risk spreading infection.
Make notes below on the following:
Attending to cuts and abrasions
Looking after dry or rough hands:
Helping to avoid dermatitis: Nails should be clean, manicured and not too long as they will scratch the customer and dirt may collect under them. If you bite your nails they will not present an acceptable image for hairdressing or beauty, you need to try and stop! Draw one image for each of the correct workable length for nails to be maintained when working in:
- What sort of impression would you have if a nurse attended to you with nails bitten so short their fingers bled?
- Nails
- Hairdressing salon
- Beauty salon
- Nail salon
- Media Make-up studio
Your Task: Produce a spider diagram that describes the Roles and Responsibilities of your chosen Sports career job role (e.g. Sports Coach, PE Teacher, Sports Performer, Sports Science, Physiotherapist, Fitness Instructor)
Your Task: In the table below. Identify the Entry Routes and Requirements for your chosen Sports Career Job role.
| Educational Requirements / Entry Routes (Qualifications needed) |
|
| Skills and Qualities Required |
|
| Work Experience needed |
|
| Organisations and Groups you could work with. |
|
Useful Resources:
Careers in Sport
http://www.careers-in-sport.co.uk/
National careers service
https://nationalcareers.service.gov.uk/job-categories/sports-and-leisure
Prospects
https://www.prospects.ac.uk/job-profiles
Your Task: Produce a spider diagram that describes the Roles and Responsibilities of your chosen Uniformed Services Career role (e.g. Police Officer, Firefighter, Prison Officer. Armed Forces).
Your Task: In the table below. Identify the Entry Requirements for your chosen Uniformed Services Career role.
| Educational Requirements / Entry Routes (Qualifications needed) |
|
| Medical Requirements (e.g. eyesight, conditions, Body Mass Index (BMI), Body Fat) |
|
| Physical Requirements (Fitness Tests and Standards) |
|
| Other Requirements (e.g. Nationality, Residency, Driving Licence, Criminal Convictions, Appearance e.g. Tattoos) |
|
Useful Resources:
Army
Cumbria Fire and Rescue service
https://www.cumbria.gov.uk/cumbriafire/workforcfrs/wholetime/default.asp
Cumbria Police
https://www.cumbria.police.uk/Apply-For-It/Careers-at-Cumbria-Constabulary/Jobs.aspx
Her Majesty’s Revenue & Customs
National careers service
http://www.nationalcareersservice.direct.gov.uk/
NHS careers
Prison service
https://prisonandprobationjobs.gov.uk/
Prospects
Royal Air Force
Royal Navy/Royal Marines
How to get a head start in Psychology booklet.
Art Transition Journal Project.
Recommended Tasks for students applying to study OCR Level 3 Cambridge Technical Health and Social Care Courses
OCR Level 3 Cambridge Technical Health and Social Care Courses (H&SC) Certificate (1 block)
| Intro about course and links to prior learning:
When preparing to study H&SC at Level 3 you will use knowledge from a range of subjects that you studied at GCSE along with your personal experiences of health and social care. You may use knowledge from current affairs e.g. documentaries you have watched. The information below are tasks designed to prepare you for this course and to help to confirm that this course is for you. About this course: This Certificate course is taught over 3 units. One unit is internally assessed by the completion of a portfolio of evidence (Unit 1). The other two units are assessed by exams, the first exam may be in January. |
THE TASKS
| Unit 1 Building positive relationships in H&SC | |
| Professional relationships are paramount to the delivery of safe and effective care and support and an understanding of these relationships, and how they are formed, is essential if you are considering pursuing a career in the health and social care sector
|
This research task will help you learn about the range of job roles that there are in H&SC and you can think about why communication systems and skills are so important.
Carry out research about the role of a GP, GP’s are family doctors who are based in health centres. Try and identify a range of different professionals that a GP might have to work with. You should: ·List the professionals · Briefly describe each job e.g. a Phlebotomist is a professional who… · Explain the link between the GP and the professional e.g. A GP would work with a Phlebotomist when.. While you carry out your research keep a list of the websites you visit – when you produce your portfolio of evidence you will need to do this. |
| Unit 2 Equality, diversity and rights in health and social care | |
| Promoting equality and respecting diversity and rights in health, social care and childcare is essential in today’s very diverse society. It is important to learn about how legislation and national initiatives promote anti-discriminatory practice. | Carry out some research about the Equality Act 2010. The outcome of your research could be a PowerPoint presentation, written report or poster.
Start by looking at https://www.gov.uk/guidance/equality-act-2010-guidance If you want to spend more time on this topic you could apply what you have learned in your research to the work of a H&SC professional who works with younger children. Perhaps you could find a children’s book that is an example of good practise and a book that does not promote diversity e.g. all nurses as women and all doctors as male or all butchers are men and all laundrette staff are female. (Look at some old Mr Men books. First written in 1971) |
| Unit 3 Health, safety and security in health and social care | |
| This unit is about being ‘safe’. Safety and being safe is a basic human need. Consciously or subconsciously we all take practical steps to stay safe. All individuals have the right to work in a safe environment. | PPE (Personal Protective Equipment) is vital for all H&SC professionals. Read about ‘Ebola armour’ and find out what ‘donning and doffing’ are.
Use the links below to help you. https://www.livescience.com/48278-ebola-healthcare-workers-greatest-risk.html If you want to do more about health and safety, you could look at the health and safety executive website and read about risk assessments. You could risk assess making a cup of tea at home for a family with young children. |
Recommended Tasks for students applying to study OCR Level 3 Cambridge Technical Health and Social Care Courses
OCR Level 3 Cambridge Technical Health and Social Care Courses (H&SC) Extended Certificate (2 blocks/choices)
| Intro about course and links to prior learning:
When preparing to study H&SC at Level 3 you will use knowledge from a range of subjects that you studied at GCSE along with your personal experiences of health and social care. You may use knowledge from current affairs e.g. documentaries you have watched. Your subject knowledge from GCSE Science/Biology is especially important because of the exam for Unit 4 Anatomy and Physiology for health and social care. The information below are tasks designed to prepare you for this course and to help you confirm that this course is for you. About this course: This Extended Certificate course is taught over 6 units. Three units are assessed by exams, the first exam may be in January. Exam Units are Units 2,3 and 4. The other three units are internally assessed by the completion of a portfolio of evidence (Unit 1 and two others). |
THE TASKS As for the Certificate course with the addition of:
| Unit 4 Anatomy and Physiology for health and social care. | |
| In this unit you will extend your knowledge beyond GCSE Biology.
For example, you will learn about how a nephron in the kidney filters blood and how urine is then produced from this filtrate. Other systems studied include the cardiovascular system sensory systems like eyes and ears.
You will then apply your understanding of healthy body systems to a range of diseases. You will have to be able to have an understanding of disease to how care needs of an individual would be effected.
|
Task 1:
Keep the answers to these questions as notes for when you start to attend college: Carry out research to complete these questions and tasks 1. What is the structure of a long bone? e.g. femur the longest bone in the human body 2. Describe a joint of your choice for example, the knee (a hinge joint) 3. Be able to label a typical synovial joint such as the hip (ball and socket joint). 4. What are the causes for osteoporosis, try to find at least three causes? 5. What is a bone density scan and how is it carried out? 6. What safe exercises might a residential care home provide for the older adults that live in their care? Can you find out about any local examples? Task 2: Unit 4 contains some neuroscience, you will study neurones and different regions of the brain. You might enjoy researching the Stroop Colour and Word Test (SCWT), it is a neuropsychological test. Online versions are available. |
A Level Biology – Bridging the Gap
Getting a head start in SOCIOLOGY
Does society make us the people we are, or are we born this way?
Sociology teachers at Furness College will provide a variety of materials for aspiring sociologists to work on between now and what we hope will be the start of a new academic year in September 2020.
Students who have already expressed an interest in Sociology A Level, and any others who are just interested in Sociology, are welcome to take part in the activities, quizzes and competitions which will be posted throughout the coming months.
To take part, students need to visit our website – histpology.co.uk (the site has a secure SSL certificate) – and look for the ‘MOVING ON UP’ pages in the Sociology section.
The ‘MOVING ON UP’ pages directs students to
- Specific and challenging things to read about sociological issues
- Specific (and often funny) things to watch
- Links to a wide-range of excellent Sociology podcasts
- Ideas for thinking, arguing and writing about Sociology . . .
. . . which is where the quote at the top of the page comes in. Our first competition (submissions by email) challenges students to think of an answer to the question – what makes us what we are? NATURE OR NURTURE?
Staff are happy to be contacted by email:
Caroline – caroline.buckley@furness.ac.uk
Steve – steve.buckley@furness.ac.uk
Students who use Twitter may also get updates from @Histpology.
All welcome!
A Level Media Studies Workbook.
Whether you are an actor, a dancer, a musician or a technician, the Cambridge Technical in Performing Arts has something to offer you. Students enjoy considerable success with many continuing their studies at university. Others progress to university where the communication and cooperation skills are seen as valuable commodities. Whatever your future plans, success in the Cambridge Technical in Performing Arts can open doors to the world.
Assessment is a combination of internal assessment by your teachers and external marking. External work is practical focused and there are no formal written exams in Performing Arts.
Watching ‘Live’ Performance
It is essential that you have a broad knowledge of the subject and the material that you may cover during the course. Watching live theatre performances is a great way of seeing what can be achieved in the world of theatre. At the moment a range of theatre companies are putting their work online for students to access free of charge. These include:
http://www.nationaltheatre.org.uk/
http://www.shakespearesglobe.com/
Try watching some of these productions. Maybe you could make some notes about the actors performances, how they make use of technology, or the style of the productions themselves.
Reading Plays
Try using Amazon to search for plays that are free to read download and read. Some examples are:
‘Shakespeare free kindle books’
‘Oscar Wilde free kindle books’
What about other playwrights that you may have come across from your studies in English or drama?
YouTube
A number of past performances from school or college groups can be found on YouTube. Try searching for specific playwrights, or look up the titles of some of their works first. The following may be a useful starting point.
Jim Cartwright
Claire Dowie
John Godber
Sarah Kane
And for something a little different, take a look at this:
Barrow-In-Furness
Cumbria
LA14 2PJ
Barrow-In-Furness
Cumbria
LA13 9LE
Tel: 01229 828 377 (The Sixth Form)
Email: info@furness.ac.uk
