Acknowledgements

Acknowledgements

Saskatchewan Education gratefully acknowledges the professional contributions and advice given by the following members of the Practical and Applied Arts Reference Committee.

Jerry Cherneski, Instructor
SIAST Palliser Campus

Hazel Lorenz, Consultant
LandsWest S.D. #123
Saskatchewan Teachers' Federation
Saskatchewan Career/Work Experience Association (SCWEA)

Dean Lucyk, Teacher
Regina RCSSD #81
Saskatchewan Teachers' Federation (STF)
Saskatchewan Industrial Education Association (SIEA)

Barbara McKinnon, Teacher
Moose Jaw S.D. #1
Saskatchewan Teachers' Federation
Saskatchewan Business Teachers’ Association (SBTA)

Lance Moen, Dean
Associated Studies
SIAST Kelsey Campus

Rose Olson, Trustee
Saskatchewan School Trustees Association (SSTA)

Dr. Len Proctor
Professor
College of Education
University of Saskatchewan

Ron Provali, Teacher/Principal
Potashville S.D. #80
Saskatchewan Teachers’ Federation
Saskatchewan Association of Computers in Education (SACE)

Dr. Kevin Quinlan
Professor, Faculty of Education
University of Regina

Doug Robertson
Lloydminster RCSSD #89
League of Educational Administrators, Directors and Superintendents (LEADS)

Gayleen Turner, Teacher
Swift Current Comprehensive High School Board
Saskatchewan Teachers' Federation
Saskatchewan Home Economics Teachers’ Association (SHETA)

Previous Members:

Susan Buck, SIAST

Laurent Fournier, SSTA

Morris Smith, LEADS

Dave Spencer, LEADS

Ron Wallace, SCWEA

Debbie Ward, SSTA

Saskatchewan Education wishes to thank many others who contributed to the development of these guidelines:

Sandra Mann seconded/contracted developer/writer, Regina RCSSD #81
Louise Hanson, SIAST Woodland Campus
the Practical and Applied Arts Program Team
other field personnel and consultants

This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Education.

Introduction
Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates five traditional areas of Home Economics Education, Business Education, Work Experience Education, Computer Education, and Industrial Arts Education. Saskatchewan Education, its educational partners, and other stakeholders have collaborated to complete the PAA curriculum renewal. Some PAA curriculum guides have been updated; some components have been integrated, adapted, or deleted; some Locally Developed Courses have been elevated to provincial status; and some new guides have been developed.

A companion Practical and Applied Arts Handbook (Draft 2000) provides background on Core Curriculum philosophy, perspectives, and initiatives. The Handbook articulates a renewed set of goals for PAA. It presents additional information about the PAA area of study, including guidelines about work study and related transition-to-work dimensions. A PAA Information Bulletin provides direction for Administrators and others. Lists of recommended resources from all guidelines will be compiled into a PAA Bibliography with periodic updates.

Philosophy and Rationale

The Cosmetology curriculum is designed for career and personal growth. The courses allow the student to investigate a variety of career options and develop entry level skills to the beauty industry. Students are introduced to basic hairdressing skills, manicures, pedicures, facials and make up applications for a variety of occasions. Opportunities for creative design are fostered throughout the courses as students learn to manipulate styles and colours suitable to a variety of individuals.

It is important that students learn how to function as a professional in the work world. Through the study of salon management, students may experience the development of an entrepreneurial venture. Building clientele through positive customer relations, professional ethics, salon cleanliness, personal grooming, and provisions for a comfortable atmosphere within the salon are explored.

Aim, Goals, and Foundational Objectives
Aim

The aim of Cosmetology is to develop an awareness, appreciation and skill development related to the beauty industry. Opportunities to acquire employability skills for beauty industry will be explored.

Goals

Career Awareness : To explore a variety of career options within the beauty industry.

Customer Relations: To develop a professional attitude and professional ethics conducive to the beauty industry.

Personal Growth: To provide an opportunity to see the importance of personal grooming and general deportment as it relates to the beauty industry.

Motor Skills: To develop practical areas of study that will enhance motor skills.

Self-confidence: To foster a positive self-image and develop self-confidence through a knowledge of personal grooming.

Employment Related Skills: To develop creative skills related to hair design.

Salon Management: To create an awareness of entrepreneurial ventures related to Cosmetology.

Foundational Objectives
Foundational objectives are the major, general guiding statements that each student is expected to achieve for the modules of the PAA curriculum guidelines configured into courses. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities that a student will learn within the context of the course. Both subject and Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced within the context of the modules for emphasis or more in-depth learnings. Throughout the Cosmetology courses, expectations for students include being able:

to gain knowledge of histology as it applies to nails, hair, and skin.

to understand the importance of a healthy lifestyle.
to develop interpersonal skills and professional ethics that may lead to successful employment.
to create an awareness of careers and business opportunities within the beauty industry.
to develop and practise a respect for safety and sanitation in a community or school setting.
to promote skill development in the manipulation of tools, equipment and products that may lead to successful employment.
to generate creativity as an expression reflected in hair, skin, and nail care.
to develop an understanding of products and the effects they have on hair, skin, and nails
to foster teamwork skills.

Common Essential Learnings (CELs)

The incorporation of the Common Essential Learnings (CELs) into the instruction and assessment of the Practical and Applied Arts (PAA) curriculum offers many opportunities to develop students knowledge, skills, and abilities. The purpose of the CELs is to assist students with learning concepts, skills, and attitudes necessary to make transitions to career, work, and adult life.

The CELs establish a link between the Transition–to-Work dimensions and Practical and Applied Arts curriculum content. The Transition-to-Work dimensions included in the PAA curricula are: apprenticeship, career exploration/development, community project(s), employability skills, entrepreneurial, occupational skilling, personal accountability, processing of information, teamwork, and work study/experience.

Throughout the PAA curricula, the CELs objectives are stated explicitly at the beginning of each module. The CELs are coded in this document, as follows:

COM
NUM
CCT
TL
PSVS
IL

=
=
=
=
=
=

Communication
Numeracy
Critical and Creative Thinking
Technological Literacy
Personal and Social Values and Skills
Independent Learning

Although certain CELs are to be emphasized in each module, as indicated by the CELs Foundational Objectives, other interrelated CELs may be addressed at the teacher’s discretion.