Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance.
The following variables may be present with training and assessment depending on the work situation, needs of the trainee, accessibility of the item, and local industry and regional contexts. Bold italicised text from the performance criteria is detailed here.


Federal, State and local health and hygiene regulations

Occupational Health and Safety legislation.


health and hygiene

comfort and privacy

designated time frames for the completion of the service.


the integumentary system

relevant skin surface anatomy

major epidermal appendages and dermal structures

major cells of the epidermis

role of vascular, connective and nervous tissue in the dermis.


the structure, function, distribution and development of skin glands

production, composition and possible functions of sebum

production, composition and functions of eccrine and apocrine sweat fluids

control of sweat and sebaceous gland activity.


main factors contributing to skin colour

origin, structure and location of melanocytes and keratinocytes

optical properties of skin in relation to reflection, transmission and absorption

relationship between skin type, minimal erythermal dose, skin protection factor and sunscreen use

normal responses of keratinocytes to ultraviolet radiation (UVA and UVB)

normal responses of melanocytes to ultraviolet radiation (UVA and UVB).


thermoregulation

methods of heat production.


The role

stimuli and receptors

process of nerve conduction

types of receptors

systems and pathways of sensory and motor neuronal conduction

variations in sensory perception and their importance in a range of beauty treatments.


protection.


The

structural and cellular features of a hair follicle

sebaceous glands

arector pili muscle.


The

hair shaft

layers of the hair

hair root and follicle.


The

the process of hair growth

hair growth cycle

anagen (growth phase)

catagen (transitional stage)

telogen (resting phase)

influences on hair growth rate.


The

hair removal

epilation

depilation

bleaching

perming

effects on hair and skin.


lifestyle changes

sun protection

skin care

effects of nutrition on skin and hair

product advice

advice on further services.

The evidence guide describes the underpinning knowledge and skills that must be demonstrated to prove competence. It is essential for assessment and must be read in conjunction with the performance criteria, the range statement and the assessment guidelines of the relevant Training Package. Overview of assessment A person who demonstrates competency in this standard must be able to identify, describe and apply skin biology, including the anatomy of human skin and hair, to the performance of beauty treatments. Knowledge and understanding of the principles of skin biology as they relate to beauty treatments must be demonstrated.
Critical aspects of evidence required to demonstrate competency in this unit
Knowledge and consistent application of relevant workplace policies and procedures.
Knowledge and consistent application of Federal, State and local health and hygiene requirements/regulations and skin penetration legislation.
Knowledge and consistent application of safe work practices and the safe use of products and equipment including the use of preventative measures, according to manufacturer safety manuals and Occupational Health and Safety regulations/requirements.
Knowledge and consistent application of the principles of skin biology as they apply to beauty treatments, including:
main functions and role of the skin
structure, function, distribution and development of the glands of the skin
skin colour and its implications to the beauty industry
role of the skin in homeostasis and thermoregulation
role of skin as a sense organ
main functions and role of hair
gross structural features of the pilobaceous unit
structural and cellular features of hair and hair follicles
process of hair growth and the hair growth cycle
effects of beauty treatments on hair and skin
provision of aftercare service and advice.
Knowledge and skill in the application of a variety of beauty treatments, using a variety of techniques/procedures involving skin care.
Accurately and legibly recording relevant data.

Context of assessment
For valid and reliable assessment of this unit, competency should be consistently demonstrated over a period of time and observed by the assessor and/or the technical expert working in partnership with the assessor. The technical expert may include the beauty therapist and/or a skin biology specialist and may be in a simulated environment.
Competency should be demonstrated in the workplace or a simulated workplace environment in a range of situations which may include client interruptions and involvement in other related activities normally expected in the workplace. For further guidance on the use of an appropriate simulated environment, refer to page 32 of the Assessment Guidelines in this Training Package.

Relationship to other units
This unit is a co-requisite for a range of beauty units. It requires an assessment outcome which includes evidence of the application of knowledge of skin biology to the performance of one or more beauty treatments.
This unit must therefore be assessed in conjunction with one or more of the following related units:
WRBBS407B Provide body treatments
WRBBS509A Plan the spa program
WRBBS510A Provide the spa program
WRBBS511A Apply aromatic plant oil chemistry to beauty treatments
WRBBS512A Blend a range of aromatic plant oils for beauty treatments
WRBBS513A Use reflexology relaxation techniques in beauty treatments
WRBFS305B Provide lash and brow treatments
WRBFS406B Provide facial treatments
WRBFS407B Provide advanced facial treatments
WRBSS302B Provide temporary epilation and bleaching treatments
WRBSS503B Provide permanent epilation
WRBSS504B Perform diathermy service
WRBSS505B Design and perform cosmetic tattooing/micropigmentation procedures
WRBSS506A Provide upper body piercing

Method of assessment
The following assessment methods are suggested:
observation of the learner performing a range of tasks in an actual or simulated work environment, over sufficient time to demonstrate his/her handling of a range of contingencies. Tasks may include:
identifying the principles of skin biology and developing and maintaining safe work practices
performance of a variety of treatment processes according to client and safety requirements.
written and/or oral questioning to assess knowledge and understanding of beauty treatments using electrical equipment, including aftercare advice and relevant legislation.
completing workplace documentation relevant to beauty treatments.
third party reports from experienced beauty professionals in the workplace.
completion of self-paced learning materials, including personal reflection and feedback from trainer/coach/supervisor.

Evidence required for demonstration of consistent performance
For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.
It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.
Evidence should be gathered as part of the learning process.

Required skills and knowledge to achieve the performance criteria
Responding to possible skin damage situations.
Identifying client characteristics and recommending and performing a service, including:
preparation of the service area
preparation of products and equipment
preparation of the client.
Communication techniques, including:
using open and/or closed questions
speaking clearly and concisely
using appropriate language
non-verbal communication
written communication.
Language, literacy and numeracy skills relevant to the role and workplace requirements.
The provisions of relevant health and hygiene regulations/requirements and skin penetration legislation.
The provisions of relevant Occupational Health and Safety regulations/requirements.
Knowledge of the principles of skin biology as they relate to beauty treatments.
Workplace policies and procedures in regard to the performance of beauty treatments.
Knowledge of skin biology in relation to beauty treatments/procedures.
The workplace product, treatment and equipment range and manufacturer instructions/data sheets.

Specific resources required for assessment
Relevant documentation, such as:
workplace policy and procedures manuals.
Access to a range of clients with different requirements.
A range of equipment and products appropriate to the beauty workplace.
Product labels and sources of product information.
A qualified workplace assessor or assessment team.

The seven key competencies represent generic skills considered for effective work participation. The numbering against each of the key competencies indicates the performance level required in this unit.
Level 1 represents the competence to undertake tasks effectively.
Level 2 represents the competence to manage tasks.
Level 3 represents the competence to use concepts for evaluating and reshaping tasks.
Communicating ideas and information
Evaluating treatment and advising on future treatments will require the communication of ideas and information. (2)

Collecting analysing and organising information
Identifying client needs and characteristics will require information to be collected, analysed and organised. (2)

Planning and organising activities
Performing a range of beauty treatments providing aftercare service and advice according to client requirements, manufacturer's instructions, health and hygiene requirements and workplace procedures will require activities to be planned and organised. (2)

Working with others and in teams
Maintaining knowledge of workplace procedures and relevant legislation will require reporting to other staff members. (2)

Using mathematical ideas and techniques
Safe use of products and equipment according to manufacturer's recommendations will require the use of mathematical ideas and techniques. (1)

Solving problems
Recognising and responding to unsafe situations and applying preventative measures will require problem solving skills (2)

Using technology
Recording relevant outcomes and reporting problems may require the use of technology. (1)