Modules are organized in the guide as introductory (level 10), intermediate (level 20) and advanced (level 30). Students study a progression of modules, learning more in depth concepts and skills as they move from introductory to advanced levels within the curriculum guidelines.

Practical experiences are strongly encouraged to foster the development of industry related skills. Opportunities for practical skill development can be structured within a school or community setting. Suggestions are outlined within the curriculum guide.

Work Study Component

The optional work study component of 25-50 hours provides students with the opportunity to apply and refine practical classroom learning to a workplace setting and further develop career exploration.

Work Study allows students to practise and refine skills, become aware of industry standards, develop employability skills, and learn about the use of technical equipment and procedures not available in the school setting.

The training plan (Appendix B) reflects practical learning skills designed to be used within the school or community setting. Students enrolled in the 20 and 30 level courses may perform the skills outlined in the training plans in a school or community setting as dictated by trade board ruling and professionals within the industry.

Sites for Cosmetology work study may include placements in esthetics, barbering and beauty salons, senior care homes or within the school.

Refer to the Work Study Guidelines, a section of the Practical and Applied Arts Handbook and the Career and Work Exploration Curriculum Guide (TBD), for information on required and best practices for student preparation, employer partnerships and teacher responsibilities.

Note: the Work Experience Education Guidelines are being renewed as the Career and Work Exploration Curriculum Guide.

A portfolio is a valuable organizer of student projects and assignments. Envelopes, files, binders, or folders serve to compile information over a term for a student. Each student should have a portfolio representing his or her work during the course. Students may construct portfolios in which to keep their work and assessments throughout the term. Two portfolios may be valuable: a "working portfolio" to collect ideas observations, notes and critiques, and a "presentation portfolio" to maintain completed work. By keeping track of this material, students are able to monitor their level of achievement. Additions to and revisions of the portfolio should be done at the end of each module.

The development of a portfolio is an important communication tool because it provides information for students, teachers, post-secondary institutions, community organizations and potential employers.

The portfolio can help the student:

• reflect on personal growth and accomplishment
• see links between home, school and community education and activities
• collect materials to prepare applications for post-secondary education scholarship and program entrance
• collect materials to prepare for employment applications
• focus on career planning.

The portfolio can help the teacher:

• provide a framework for independent learning strategies for the student
• communicate student learning from one school year to another in a specific area of study
• identify career planning needs for students
• assess and evaluate the student’s progress and achievement in a course of study.

The portfolio can help post-secondary institutions:

• determine suitable candidates for awards and scholarships
• evaluate candidates for program entrance
• evaluate prior learning for program placement.

The portfolio can help the community:

• reflect on the involvement in a student’s education
• demonstrate the link between the home, school, and community in education.

The portfolio can help potential employers:

• identify employable skills desired in future employees
• provide evidence of knowledge and skill development of potential employees.

Through reflecting, updating and culling, students are able to compile portfolios that display only their best and most recent work collection of work.

When a teacher examines a student's portfolio in order to make a decision regarding student progress, the information it contains may becomes documented evidence for the evaluation.

A daily journal may also become a part of a working portfolio as a means of tracking the student’s use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.

The extended study module is designed to provide schools with an opportunity to meet current and future demands that are not provided by current modules in the renewed PAA curriculum.

The flexibility of this module allows a school/school division to design one new module per credit to complement or extend the study of existing pure core modules and optional modules configured to meet the specific needs of students or the community. The extended study module is designed to extend the content of the pure courses and to offer survey course modules beyond the scope of the selection of PAA modules.

The list of possibilities for topics of study or projects for the extended study module approach is as varied as the imagination of those involved in using the module. These optional extended study module guidelines should be used to strengthen the knowledge, skills, and processes advocated in the Practical and Applied Arts curriculum.

It is recommended that a summary of any extended study module be sent to the Regional Superintendent of Curriculum and Instruction.

For more information on the extended study module, refer to the Practical and Applied Arts Handbook.

Resources To support the principle of Resource-based Learning a variety of instructional resources have been evaluated and recommended to support the teaching and learning of Cosmetology. See Saskatchewan Education Learning Resource Materials Update for recommended resources that will be compiled into a PAA bibliography.

Teachers should also check the department’s Learning Resources Distribution Centre (LRDC) catalogue. An on-line ordering service is available.

The on-line version of this Guide is accessible at www.sasked.gov.sk.ca/docs. It will be "Evergreened", as appropriate.

Evaluation throughout the Cosmetology courses should be based upon the learning objectives outlined in the course of study. It is important to use a variety of assessment strategies to ensure an accurate evaluation of the student. The design of an evaluation matrix should reflect the amount of time devoted to each of the modules taught in the course.

Regular program evaluation could include a survey of parents, students, and employers to determine program effectiveness and need for change, if any. Information specific to program evaluation is found in Saskatchewan Education’s School-Based Program Evaluation Resource Book (1989) and the Practical and Applied Arts Handbook (Draft 2000).

An example of an evaluation matrix follows:

There are three main types of student evaluation: formative, summative, and diagnostic.

Formative evaluation is an ongoing classroom process that keeps students and educators informed of students’ progress.

Summative evaluation occurs most often at the end of a module, or course, to determine what has been learned over a period of time.

Diagnostic evaluation usually occurs at the beginning of the school year or before a module of instruction to identify prior knowledge, skills or interests in the subject area.

Cosmetology 10
40% Practical Application
40% Theory

care of equipment/daily cleanup

Cosmetology 30
60% Practical
30% Theory
10% Personal Management Skills