LEARNING OUTCOME BASED VOCATIONAL CURRICULUM

Assistant Hair stylist

(QUALIFICATION PACK: Ref.Id. BWS/Q0201)

SECTOR: Beauty and Wellness

Classes9 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(a constituent unit of NCERT, under MHRD, Government of India)
Shyamla Hills, Bhopal- 462 002, M.P., India
http://www.psscive.ac.in
LEARNING OUTCOMEBASEDVOCATIONAL CURRICULUM

Assistant Hair stylist

(QUALIFICATION PACK: Ref. Id. BWS/Q0201)

SECTOR: Beauty and Wellness

Classes 9 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 002, M.P., India
LEARNING OUTCOME BASED VOCATIONAL
CURRICULUM: Assistant Hair stylist (Beauty
and Wellness Sector)

January, 2020

© PSSCIVE, 2020 PATRONS

http://www.psscive.ac.in Dr. Hrushikesh Senapaty,

Director,
National Council of Educational Research
and Training (NCERT),
New Delhi

Dr. Rajesh P. Khambayat,

Joint Director
PSS Central Institute of Vocational Education,
No part of this work may be reproduced, stored Bhopal
in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical,
photocopying, microfilming, recording or
COURSE COORDINATOR
otherwise, without written permission from the
Dr. Vipin Kumar Jain
Publisher, with the exception of any material
Associate Professor and Head
supplied specifically for the purpose of being
Department of Humanities, Science,
used by the purchaser of the work.
Education and Research (DHSER)
The views and opinions expressed in this
PSS Central Institute of Vocational Education,
Bhopal
publication are those of the contributors/
authors and do not necessarily reflect the views
and policies of PSS Central Institute of
Vocational Education, Bhopal. The PSSCIVE
does not guarantee the accuracy of the data
included in this publication and accepts no
responsibility for any consequence of their use.

Published by:
Joint Director
PSS Central Institute of Vocational
Education, NCERT, Shyamla Hills,
Bhopal
FOREWORD

The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), a

constituent unit of National Council of Educational Research and Training (NCERT) is
spearheading the efforts of developing learning outcome based vocational curriculum and
courseware aimed at integrating both vocational and general qualifications to open
pathways of career progression for students. It is a part of Vocationalisation of Education
under Samagra Shiksha. The PSS Central Institute of Vocational Education (PSSCIVE) is
developing curricula under the project approved by the Project Approval Board (PAB) of
Samagra Shiksha of Ministry of Human Resource Development (MHRD), Govt. of India. The
main purpose of the learning outcome based vocational curriculum is to bring about
improvement in teaching-learning process and working competencies through learning
outcomes embedded in the vocational subject.

It is a matter of great pleasure to introduce this learning outcome based vocational

curriculum as part of the vocational training package for the job role of ASSISTANT HAIR
STYLIST (BWS/Q0201). The curriculum has been developed for the higher secondary students
of vocational education and is aligned to the National Occupation Standards (NOSs) of a
job role identified and approved under the National Skill Qualification Framework (NSQF).

The curriculum aims to provide children with employability and vocational skills to support
occupational mobility and lifelong learning. It will help them to acquire specific occupational
skills that meet employers’ immediate needs. The teaching process is to be performed
through the interactive sessions in classrooms, practical activities in laboratories and
workshops, projects, field visits, and professional experiences.

The curriculum has been developed and reviewed by a group of experts and their
contributions are greatly acknowledged. The utility of the curriculum will be adjudged by the
qualitative improvement that it brings about in teaching-learning. The feedback and
suggestions on the content by the teachers and other stakeholders will be of immense value
to us in bringing about further improvement in this document.

HRUSHIKESH SENAPATY
Director
National Council of Education Research and Training

i
PREFACE

India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth are immense and the possibilities are equally exciting. The world is looking at
us to deliver sustainable growth and progress. To meet the growing expectations, India will
largely depend upon its young workforce. The much-discussed demographic dividend will
bring sustaining benefits only if this young workforce is skilled and its potential is channelized in
the right direction.

In order to fulfil the growing aspirations of our youth and the demand of skilled human
resource, the Ministry of Human Resource Development (MHRD), Government of India
introduced the revised Centrally Sponsored Scheme of Vocationalisation of Secondary and
Higher Secondary Education in 2012 with the aim to provide for the diversification of
educational opportunities so as to enhance individual employability, reduce the mismatch
between demand and supply of skilled manpower and provide an alternative for those
pursuing higher education. The scheme was subsumed in Samagra Shiskha in 2018 along with
other schemes of school education. For spearheading the Vocationalisation Education, the
PSS Central Institute of Vocational Education (PSSCIVE) was entrusted the responsibility to
develop learning outcome based vocational curriculum, student workbooks, teacher
handbooks and e-learning materials for the job roles in various sectors, with growth potential
for employment.

The PSSCIVE firmly believes that the vocationalisation of education in the nation needs to be
established on a strong footing of philosophical, cultural and sociological traditions and it
should aptly address the needs and aspirations of the students besides meeting the skill
demands of the industry. The curriculum, therefore, aims at developing the desired
professional, managerial and communication skills to fulfil the needs of the society and the
world of work. In order to honour its commitment to the nation, the PSSSCIVE has initiated the
work on developing learning outcome based vocational curriculum with the involvement of
faculty members and leading experts in respective fields. It is being done through the
concerted efforts of leading academicians, professionals, policy makers, partner institutions,
Vocational Education and Training experts, industry representatives, and teachers. The expert
group through a series of consultations, working group meetings and use of reference
materials develops a National Curriculum. Currently, the Institute is working on developing
curricula and courseware for over 50 job roles in various sectors, besides the curricula
developed for 100 job roles.

We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, valuable time and positively responding to our request for
development of curriculum. We are grateful to MHRD and NCERT for the financial support
and cooperation in realising the objective of providing learning outcome based vocational
curriculum and courseware to the States and other stakeholders under the PAB (Project
Approval Board) approved project of Samagra Shiksha of Ministry of Human Resource
Development (MHRD), Government of India.

Finally, for transforming the proposed curriculum design into a vibrant reality of
implementation, all the institutions involved in the delivery system shall have to come
together with a firm commitment and they should secure optimal community support. The
success of this curriculum depends upon its effective implementation and it is expected that

ii
the managers of vocational education and training system, including subject teachers will
make efforts to create better facilities, develop linkages with the world of work and foster a
conducive environment as per the content of the curriculum document.

The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational
education and training system through the learner-centric curricula and courseware. We
hope that this document will prove useful in turning out more competent Indian workforce for
the 21st Century.

RAJESH P. KHAMBAYAT
Joint Director
PSS Central Institute of Vocational Education

iii
ACKNOWLEDGEMENTS
On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are
grateful to the members of the Project Approval Board (PAB) of Samagra Shiksha and the
officials of the Ministry of Human Resource Development (MHRD), Government of India for
the financial support to the project for development of learning outcome based curricula.

We are grateful to the Director, NCERT for his support and guidance. We also acknowledge
the contributions of our colleagues at the Technical Support Group of SAMAGRA SHIKSHA,
MHRD, SAMAGRA SHIKSHA Cell at the National Council of Educational Research and Training
(NCERT), National Skill Development Agency (NSDA), National Skill Development Corporation
(NSDC) and Beauty and Wellness Sector Skill Council for their academic support and
cooperation.

We are grateful to the Course Coordinator of Job role ‘Assistant Hair Stylist ‘of Beauty and
Wellness Sector Dr. Vipin Kumar Jain, Ms. Puja Mishra, Consultant (Beauty and Wellness) and
Dr. Nidhi Gupta, consultant (DVET), Department of Humanities Science, Education &
Research (DHSER), PSSCIVE and experts in the development of this curriculum are duly
acknowledged. We are also thankful to the experts from Beauty & Wellness Sector Skill
Council for their untiring efforts and contributions in the development of this curriculum. The
names of all the experts are acknowledged in the list of contributors.

The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum
Development and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and
Head, Programme Planning and Monitoring Cell (PPMC) and Dipak Shudhalwar, Associate
Professor, Department of Engineering and Technology, PSSCIVE in the development of the
Part-A Employability Skills of this curriculum are duly acknowledged.

PSSCIVE Team

iv
CONTENTS

S.No. Title Page No.

Foreword (i)
Preface (ii)
Acknowledgement (iv)
1. Course Overview 1
2. Scheme of Units 2
3. Teaching/Training Activities 5
4. Assessment and Certification 6
5. Unit CLASS –9
Content Part A Employability Skills
Unit 1: Communication Skills – I 9
Unit 2: Self-management Skills – I 10
Unit 3: Information and Communication 10
Technology Skills – I
Unit 4: Entrepreneurial Skills – I 12
Unit 5: Green Skills – I 12
Part B Vocational Skills
Unit 1: Introduction to Beauty and Wellness 14
Industry
Unit 2: Prepare and Maintain work Area 14
Unit 3: : Basic Hair Structure 15
Unit 4: Basic Hair Care (shampoo and 16
Conditioner)and Common Hairstyles
Unit 5: Head Massage 17
CLASS -10
Part A Employability Skills
Unit 1: Communication Skills – II 19
Unit 2: Self-management Skills – II 20
Unit 3: Information and Communication 20
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 21
Unit 5: Green Skills – II 22
Part B Vocational Skills
Unit 1: Basic Blow Drying of Hair 23
Unit 2: Basic Hair Cut 24
Unit 3: Hair Colour Application 25
Unit 4: Basic Makeup and Depilation 27
Unit 5: Assist the Hair Stylist in Advanced Hair 28
Services
 Unit 6:Creating Positive Impression at the 28
Workplace
6. Organisation of Field Visits 29
7. List of Equipment and Materials 30
8. Vocational Teacher’s/ Trainer’s Qualification and Guidelines 31
9. List of Contributors 34
1. COURSE OVERVIEW
COURSE TITLE: Assistant Hair stylist (Beauty and Wellness Sector)

Assistant Hair Stylist needs to perform the basic hair care as well as maintain hygiene and
safety at workplace. He /She should have Knowledge about various hair products and
should be able to perform basic functions such as shampoos and conditioner; blow drying
hair, provides basic haircuts and assists the hair stylist in providing other advanced hair
services. The person also assists in salon ambience maintenance and also do various other
tasks in the salon including sells of the hair care products in the salon after obtaining
knowledge on them. He/ She must be trained in the correct usage and handling to perform
the hair treatments safely.

COURSE OUTCOMES: On completion of the course, students should be able to:

 Communicate effectively with the customers.

 Describe the various career options available in beauty and wellness industry,
such as Assistant hair stylist, Product adviser etc.
 Apply effective oral and written communication skills to interact with people
and customers.
 To provide quality training to those seeking a career as professional Assistant
hair stylist.
 To introduce the culture of safe, clean, healthy and pleasant environment at
training centres and beauty salons.
 Prepare and maintain the work area.
 Demonstrate the knowledge of anatomical structure of hair and understand
the hair growth cycle.
 Develop basic understanding of common disorder of hair and scalp.
 Demonstrate the knowledge of basic principles and application of various
 Types of Hair product and their effect on the hair.
 Demonstrate the skills of handling and maintenance of the equipment and
implements used in hair section.
 Demonstrate the procedure for basic hair care services(Shampoo, conditioner
,basic cuts , head massages , colour , ) and Explain precaution during services
 Demonstrate the Client consultation techniques and Client record information.
 Demonstrate the procedure for basic haircuts and Identify suitable
 Equipment and product for the hair -cut.
 Demonstrate different types of hair styles with designs tools.
 Demonstrate profession ethics and attitude.

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.

COURSE LEVEL: This is a beginner level course for class IX and X. On completion of this course,
a student can take up higher level course in Beauty and Wellness sector. The progression for
this job role is as Hairstylist in Class XI and Class XII.

COURSE DURATION: 400 hrs

Class 9 : 200 hrs
Class 10 : 200 hrs
Total : 400 hrs

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 1|Page

 2. SCHEME OF UNITS AND ASSESSMENT
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 9 and 10 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 9 is as follows:

The unit-wise distribution of hours and marks for Class 9 is as follows:

CLASS 9
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical

200 100

Part A Employability Skills

Unit 1: Communication Skills – I 20
Unit 2: Self-management Skills – I 10
Unit 3: Information and Communication 20
Technology Skills – I 10
Unit 4: Entrepreneurial Skills – I 15
Unit 5: Green Skills – I 10
Total 75 10
Part B Vocational Skills
Unit 1: Introduction to Beauty and 08
Wellness Industry
Unit 2: Prepare and Maintain the Work 21 30
area
Unit 3: Basic Hair Structure 20
Unit 4: Basic Hair care (Shampoo and 32
Conditioner) and Common
Hairstyles
Unit 5: Head Massage 44
Total 125 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 10
Grand Total 200 100

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 2|Page

The unit-wise distribution of hours and marks for Class 10 is as follows:

CLASS 10
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical

200 100

Part A Employability Skills

Unit 1: Communication Skills – II 20

Unit 2: Self-management Skills – II 10
Unit 3: Information and Communication 20
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 15
Unit 5: Green Skills – II 10 10

Total 75 10
Part B Vocational Skills
Unit 1: Basic Blow Drying of Hair 15
Unit 2: Basic Hair Cut 36
Unit 3: Hair Colour Application 36
Unit 4: Basic Makeup and Depilation 10 30
Unit 5:Assist the Hair stylist in Advanced 20
Hair Services
Unit 6:Creating Positive Impression at the 08
Workplace
Total 125 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 10
Grand Total 200 100

Assessment will include two components: one comprising of internal assessment and second
component is external examination including theory and practical examinations to be
conducted by the Board.

WRITTEN TEST:

It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Question paper for the vocational subject may be prepared by the subject

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 3|Page

experts comprising group of experts of academicians, experts from existing vocational
subject experts/teachers and subject experts from university/colleges or industry
recommended by the respective Sector Skill Council. The Central/State Examination Board
will use the services of the relevant experts for setting up the question papers and conducting
the examinations.

The blue print for the question paper may be as follows:

Duration: 3 hrs Maximum Marks: 30

No. of Questions
Very Short Long
Short Answer Answer
Typology of Question Marks
Answer (2 Marks) (3 Marks)
(1 mark)
1. Remembering – (Knowledge
based simple recall questions, to
know specific facts, terms,
2 1 2 10
concepts, principles, or theories;
identify, define or recite,
information)
2. Understanding – (Comprehension
– to be familiar with meaning and
to understand conceptually,
1 2 2 11
interpret, compare, contrast,
explain, paraphrase, or interpret
information)
3. Application – (Use abstract
information in concrete situation,
to apply knowledge to new
0 1 1 05
situations: Use given content to
interpret a situation, private an
example, or solve a problem)
4. High Order Thinking Skills – (Analysis
and Synthesis – Classify, compare,
contrast, or differentiate between
different pieces of information;
0 1 0 02
Organize and/ or integrate unique
pieces of information from a
variety of sources)

5. Evaluation – (Appraise, judge,

and/or justify the value or worth of
a decision or outcome, or to 0 1 0 02
predict outcomes based on
values)
Total (14 questions) 3x1=3 6x2=12 5x3=15 30

PRACTICAL EXAMINATION

Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.

For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The same
team of examiners will conduct the viva voce. Viva voce allows candidates to demonstrate

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 4|Page

communication skills and content knowledge. Audio or video recording can be done at the
time of viva voce. The number of external examiners would be decided as per the existing
norms of the Board and these norms should be suitably adopted/adapted as per the specific
requirements of the vocational subject.

Project Work (individual or group projects) are a great way to assess the practical skills on a
certain time period or timeline. Project work should be given on the basis of the capability of
the individual to perform the tasks or activities involved in the project. Projects should be
discussed in the class and the teacher should periodically monitor the progress of the project
and provide feedback for improvement and innovation. Field visits should be organised as
part of the project work. Field visits can be followed by a small-group work/project work. After
the field visit, each group might be asked to use the information to prepare presentations or
reports, based on their observations. Project work should be assessed on the basis of
practical file or student portfolio. Student Portfolio is a compilation of documents that
supports the candidate’s claim of competence. Documents may include reports, articles,
and photographs of products prepared by students in relation to the unit of competency.
Viva voce should also be conducted to obtain feedback on the student’s experiences and
learning during the project work/field visits.

CONTINUOUS AND COMPREHENSIVE EVALUATION

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

evaluation of students that covers all aspects of student’s development. In this scheme, the
term ‘continuous' is meant to emphasise that evaluation of identified aspects of student’s
’growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. The second
term ’comprehensive' means that the scheme attempts to cover both the scholastic and the
co-scholastic aspects of students' growth and development. For details, please refer to the
CCE manual of Central Board of Secondary Education (CBSE).

3. TEACHING/TRAINING ACTIVITIES
The teaching and training activities have to be conducted in classroom, laboratory/
workshops and field visits. Students should be taken to field visits for interaction with experts
and to expose them to the various tools, equipment, materials, procedures and operations in
the workplace. Special emphasis should be laid on the occupational safety, health and
hygiene during the training and field visits.

CLASSROOM ACTIVITIES

Classroom activities are an integral part of this course and interactive lecture sessions,
followed by discussions should be conducted by trained vocational teachers. Vocational
teachers should make effective use of a variety of instructional or teaching aids, such as
audio-video materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online
teaching materials, etc. to transmit knowledge and impart training to the students.

PRACTICAL WORK IN LABORATORY/WORKSHOP

Practical work may include but not limited to hands-on-training, simulated training, role play,
case based studies, exercises, etc. Equipment and supplies should be provided to enhance

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 5|Page

hands-on learning experience of students. Only trained personnel should teach specialized
techniques. A training plan that reflects tools, equipment, materials, skills and activities to be
performed by the students should be submitted by the vocational teacher to the Head of
the Institution.

FIELD VISITS/ EDUCATIONAL TOUR

In field visits, children will go outside the classroom to obtain specific information from experts
or to make observations of the activities. A checklist of observations to be made by the
students during the field visits should be developed by the Vocational Teachers for systematic
collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school
and make necessary arrangements for the visits. At least three field visits should be
conducted in a year.

4. ASSESSMENT AND CERTIFICATION

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which
are the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify
that individuals have the knowledge and skills needed to perform a particular job and that
the learning programme undertaken has delivered education at a given standard. It should
be closely linked to certification so that the individual and the employer could come to know
the competencies acquired through the vocational subject or course. The assessment should
be reliable, valid, flexible, convenient, cost effective and above all it should be fair and
transparent. Standardized assessment tools should be used for assessment of knowledge of
students. Necessary arrangements should be made for using technology in assessment of
students.

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal

assessment and second an external examination, including theory examination to be
conducted by the Board. The assessment tools shall contain components for testing the
knowledge and application of knowledge. The knowledge test can be objective paper
based test or short structured questions based on the content of the curriculum.

WRITTEN TEST

It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, subject experts from university/colleges or industry. The
respective Sector Skill Council should be consulted by the Central/State Board for preparing
the panel of experts for question paper setting and conducting the examinations.

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 6|Page

The blue print for the question paper may be as follows:

Duration: 3 hrs Maximum Mark: 30

No. of Questions
Very Long
Short
Short Answer
S. No. Typology of Question Answer Marks
Answer (3
(2 Marks)
(1 mark) Marks)
1. Remembering – (Knowledge based
simple recall questions, to know
specific facts, terms, concepts, 2 1 2 10
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension –
to be familiar with meaning and to
understand conceptually, interpret,
1 2 2 11
compare, contrast, explain,
paraphrase, or interpret
information)
3. Application – (Use abstract
information in concrete situation, to
apply knowledge to new situations:
0 1 1 05
Use given content to interpret a
situation, private an example, or
solve a problem)
4. High Order Thinking Skills – (Analysis
and Synthesis – Classify, compare,
contrast, or differentiate between
different pieces of information;
0 1 0 02
Organize and/ or integrate unique
pieces of information from a variety
of sources)

5. Evaluation – (Appraise, judge,

and/or justify the value or worth of
0 1 0 02
a decision or outcome, or to
predict outcomes based on values)
Total (14 questions) 3x1=3 6x2=12 5x3=15 30

SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency
in the quality of assessment across different sectors and Institutions. The student has to
demonstrate competency against the performance criteria defined in the National
Occupation Standards and the assessment will indicate that they are 'competent', or are 'not
yet competent'. The assessors assessing the skills of the students should possess a current

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 7|Page

experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment of competencies.

Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The same
team of examiners will conduct the viva voce.

Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work should be given on the basis of the capability of
the individual to perform the tasks or activities involved in the project. Projects should be
discussed in the class and the teacher should periodically monitor the progress of the project
and provide feedback for improvement and innovation. Field visits should be organised as
part of the project work. Field visits can be followed by a small-group work/project
work. When the class returns from the field visit, each group might be asked to use the
information that they have gathered to prepare presentations or reports of their observations.
Project work should be assessed on the basis of practical file or student portfolio.

Student Portfolio is a compilation of documents that supports the candidate’s claim of

competence. Documents may include reports, articles and photos of products prepared by
students in relation to the unit of competency.

Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms should
be suitably adopted/adapted as per the specific requirements of the vocational subject.
Viva voce should also be conducted to obtain feedback on the student’s experiences and
learning during the project work/field visits.

CONTINUOUS AND COMPREHENSIVE EVALUATION

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

evaluation of students that covers all aspects of student’s development. In this scheme, the
term ’continuous' is meant to emphasize that evaluation of identified aspects of students
growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. The second
term ’comprehensive' means that the scheme attempts to cover both the scholastic and the
co-scholastic aspects of students' growth and development. For details, the CCE manual of
Central Board of Secondary Education (CBSE) or the guidelines issued by the State Boards on
the procedure for CCE should be followed by the Institutions.

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 8|Page

5. UNIT CONTENTS

CLASS 9
Part A: Employability Skills
S. No. Units Duration
(hrs)
1. Communication Skills - I 20
2. Self-management Skills - I 10
3. Information and Communication Technology Skills-I 20
4. Entrepreneurial Skills - I 15
5. Green Skills - I 10
Total 75

UNIT 1: COMMUNICATION SKILLS - I

Theory Practical Duration
Learning Outcome
(08 hrs) (12 hrs) (20 hrs)
1. Demonstrate 1. Methods of 1. Writing pros and
knowledge of communication cons of written,
various methods (i) Verbal verbal and non- 05
of communication (ii) Non-verbal verbal
(iii) Visual communication
2. Listing do’s and
don’ts for avoiding
common body
language
mistakes
2. Identify elements of 1. Meaning of 1. Draw a diagram of
communication communication communication
cycle 2. Importance of cycle
communication skills 2. Role plays on
3. Elements of communication
communication cycle– process related to 05
(i) sender, the sector/job role
(ii) ideas,
(iii) encoding,
(iv) communication
channel,
(v) receiver,
(vi) decoding, and
(vii) feedback
3. Identify the factors 1. Perspectives in 1. Group discussion
affecting our communication on factors
perspectives in 2. Factors affecting affecting 05
communication perspectives in perspectives in
communication communication
(iv) Visual perception 2. Sharing of

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT HAIR STYLIST 9|Page

 (v) Language experiences on
(vi) Past experience factors affecting
(vii) Prejudices perspectives
(viii) Feelings 3. Sharing
(ix) Environment experiences on
factors affecting
communication at
workplace
4. Demonstrate the 1. Writing skills related to 1. Demonstration
knowledge of the following: and practice of
basic writing skills  Phrases writing sentences
 Kinds of sentences and paragraphs 05
 Parts of sentence on topics related
 Parts of speech to the subject
 Use of articles
 Construction of a
paragraph
Total 20

UNIT 2: SELF-MANAGEMENT SKILLS – I

Theory Practical Duration
Learning Outcome
(07 hrs) (03 hrs) (10 hrs)
1. Describe the 1. Meaning of self- 1. Identification of self- 05
meaning and management management skills
importance of 2. Positive results of self- 2. Strength and
self- management weakness analysis
management 3. Self-management skills
2. Identify the 1. Factors that help in 1. Role play exercises 05
factors that building self-confidence – on building self-
helps in building social, cultural, and confidence
self-confidence physical factors 2. Use of positive
2. Self-confidence building metaphors/ words
tips – getting rid of the 3. Positive stroking on
negative thoughts, thinking wakeup and before
positively, staying happy going bed
with small things, staying 4. Helping others and
clean, hygienic and smart, working for
chatting with positive community
people, etc.
Total 10

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS – I

Theory Practical Duration
Learning Outcome
(06 hrs) (14 hrs) (20 hrs)
1. Describe the role 1. Introduction to ICT 1. Discussion on the
of Information and 2. Role and importance of role and
Communication ICT in personal life and at importance of

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 Technology (ICT) in workplace ICT in personal 04
day-to-day life 3. ICT in our daily life life and at
and workplace (examples) workplace.
4. ICT tools - Mobile, tab, 2. Preparing posters
radio, TV, email, etc. / collages for
showing the role
of ICT at
workplace
2. Identify 1. Computer system - 1. Connecting the
components of Central Processing Unit cables and
basic computer (CPU), memory, peripherals to the
system and their motherboard, storage Central
functions devices Processing Unit
2. Hardware and software 2. Starting and
of a computer system shutting down a
3. Role and functions of computer 07
Random Access 3. Group discussion
Memory(RAM) and Read on the various
Only Memory(ROM) aspects of
4. Role and functions of hardware and
Central Processing Unit software
5. Procedure for starting
and shutting down a
computer
3. Demonstrate use 1. Peripherals devices and 1. Identification of
of various their uses – mouse, various parts and
components and keyboard, scanner, peripherals of a
peripherals of webcam, etc. of a computer
computer system computer system 2. Demonstration
and practice on
the use of mouse 05
3. Demonstration
and practice on
the use of
keyboard
4. Demonstration of
the uses of
printers,
webcams,
scanner and other
peripheral
devices
5. Drawing diagram
of computer
system and
labelling it
4. Demonstrate 1. Primary operations on a 1. Identification of
basic computer computer system – input, the various input 04
skills process, storage, output, and output units

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 communication and explanation
networking, etc. of their purposes
Total 20

UNIT 4: ENTREPRENEURIAL SKILLS - I

Theory Practical Duration
Learning Outcome
(06 hrs) (09 hrs) (15 hrs)
1. Identify various 1. Types of businesses – 1. Prepare posters of
types of business service, business activities found
activities manufacturing, in cities/villages, using
hybrid pictures
2. Types of businesses 2. Discuss the various types
found in our of activities, generally
community adopted by small
3. Business activities businesses in a local
around us community
09
3. Best out of waste
4. Costing of the product
made out of waste
5. Selling of items made
from waste materials
6. Prepare list of businesses
that provides goods
and services in
exchange for money
2. Demonstrate the 1. Meaning of 1. Prepare charts showing
knowledge of entrepreneurship advantages of
distinguishing development entrepreneurship over
characteristics of 2. Distinguishing wages
entrepreneurship characteristics of 2. Group discussions on
entrepreneurship role and features of
3. Role and rewards of entrepreneurship 06
entrepreneurship 3. Lectures/presentations
by entrepreneurs on
their experiences and
success stories
4. Identify core skills of
successful entrepreneur
Total 15

UNIT 5: GREEN SKILLS - I

Theory Practical Duration
Learning Outcome
(07 hrs) (03 hrs) (10 hrs)
1. Demonstrated 1. Introduction to 1. Group discussion on 05
the knowledge of environment, hazards of
the factors 2. Relationship between deteriorating
influencing society and environment
natural resource environment, 2. Prepare posters
conservation ecosystem and factors showing

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 causing imbalance environment
3. Natural resource conservation
conservation 3. Discussion on
4. Environment various factors that
protection and influence our
conservation environment
2. Describe the 1.Definition of green 1. Discussion on the
importance of economy benefits of green
green economy 2. Importance of green skills and 05
and green skills economy importance of
green economy
2. Prepare a Poster
showing the
importance of
green economy
with the help of
newspaper/magazi
ne cuttings
Total 10

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 Part B: Vocational Skills
S.No. Units Duration
(Hrs)
1. Introduction to Beauty and Wellness Industry 08
2. Prepare and Maintain Work Area 21
3. Basic Hair Structure 20
4. Basic Hair Care (Shampoo and Conditioner) and Common Hairstyles 32
5. Head Massage 44

UNIT 1: INTRODUCTION TO BEAUTY AND WELLNESS INDUSTRY

Theory Practical Duration
Learning Outcome
( 05 hrs) (03 hrs) ( 08Hrs)
1. Identify various 1. Introduction to Beauty 1. Prepare a chart for 03
career and wellness industry career
opportunities in 2. Major sub-segments of opportunities as
the beauty sector beauty and wellness assistant hair stylist
sector 2. Describe the
3. Career path for beauty and
Assistant hair stylist wellness sector
2. Describe the 1. Importance of Beauty 1. Describe the 02
importance of salons importance
beauty and hair 2. Hair care beauty salons
care and hair care
2. Demonstrate
steps of hair care
3. Identity different 1. Services for hair care 1. Demonstrate the 03
services inHair a. Shampooing hair care services
care b. Conditioning
c. Blow drying
d. Basic hair cut
e. Head massage
Total 08

UNIT 2: PREPARE AND MAINTAIN WORK AREA

Theory Practical Duration
Learning Outcome
(08 hrs) (13 hrs) (21 hrs)
1. Prepare and 1. Essentials of work area 1. Demonstrate the 13
maintain the 2. Types of products, products and
work area equipment used in services equipment
3. Storage of tools , products 2. Demonstration
and equipment on storage of
4. Sterilisation and disinfection products, tools
methods and equipment
5. Safe disposal of waste safety and at
6. Personal presentation and proper place
behaviour 3. Demonstrate the
7. Maintenance of record store
cards ,equipment, and management
materials 4. Demonstration of
8. Compliances of rules and sterilisation and
norms at work place disinfection of
tools and

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 equipment
5. Segregation and
disposal of waste
6. Demonstration
on preparation
and
maintenance of
work area

2. Describe the 1. Self-grooming as per salon 1. Prepare a chart 08

health and safety standards on health and
at the work place 2. Work area preparation safety standards
3. Personal safety during the 2. Organize the
service styling tools
 Maintain the posture to product for the
minimize fatigue hair stylist
 Hazards and risks at
workplace – document
potential, Fire, chemical,
electricity, etc.
4. Styling tools and product
that are safe and fit
5. Mix the ingredients to
prepare right proportion of
products
6. Appropriate place to avoid
spillage
7. First aid for the reaction
Total 21

UNIT 3: BASIC HAIR STRUCTURE

Theory Practical Duration
Learning Outcome
(08 hrs) (12 hrs) (20Hrs)
1. Demonstrate the 1. Types of hair 1. Reading sessions on 12
knowledge of 2. Parts of hair; the terms used for
anatomical 3. Hair root: Arrector describing the
structure of hair pilli muscles ,follicle structure of hair
,papilla, sebaceous 2. Writing session on the
gland terms used for
4. Hair shaft : cuticle, describing the
cortex and medulla structure of hair
5. Three Stages of hair 3. Identify various parts
growth cycle: of hair structure and
 Anagen draw the diagram
 Catagen, 4. Prepare a chart on
 Telogen hair root and hair
shaft cuticle , cortex,
medulla
5. Make a group of 4
students and divide
topics of hair
structure among
them followed by
diagram
presentation in the
class

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 6. Make a collage
using picture of hair
types
prepare a chart of
hair growth cycle
and display in the
class

2. Demonstrate the 1. Diseases of hair and 1. Prepare a photo 08

knowledge and scalp and its collage of hair
skills of common treatment problems
diseases of hair  Hair fall 2. Group discussion on
and scalp  Split ends the problems of hair
 Dandruff and scalp
3. Demonstrate the hair
and scalp treatments
Total 20

UNIT 4: BASIC HAIR CARE (SHAMPOO AND CONDITIONER) AND COMMON

HAIRSTYLES
Theory Practical Duration
Learning Outcome
(10 hrs) (22 hrs) (32 hrs)
1. Demonstrate the 1. Types of Shampoo 1. Describe the 04
knowledge of and conditioner shampoo
shampoo and according to hair and 2. Describe the
conditioner scalp conditioner
2. Importance of 3. Collect a sample
shampoo and of empty shampoos
conditioner and conditioners
bottle /sheshe used
for different hair
types
2. Perform 1. Prepare the work area 1. Enlist tools and 14
shampooing and 2. Client consultation and equipment.
conditioning preparation 2. Demonstrate the
service 3. Equipment and use of equipment
material used for 3. Demonstrate and
shampoo and practice the rotary
conditioner massage strokes
4. Identify the hair and 4. Demonstrate
scalp condition operational
5. Contraindications that function of
prevent treatment (oily shampoo station
dandruff, scalp 5. Demonstrate the
infection) Shampoo and
6. Accurate procedure conditioner
for Shampoo and procedure
conditioner 6. Demonstrate the
7. Chair setting as per towel draping on
client comfort, privacy wet hair

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 and safety 7. Practice detangle
8. Follow salon`s code of the hair with the
conduct help of tooth comb
9. After care advice 8. Demonstrate the
10. Client’s feedback blow dry(Blast
dryer)
3. Make Common 1. Preparation of the work 1. Demonstrate the 12
Hairdos area hair product
2. Styling products, tools application
and equipment :hair 2. Demonstrate all
gel, mousse, hair spray, the(specified by
serum styling lotion, teacher) styles
heat protectants, 3. Demonstrate how to
combs, flat back, vent set hair accessories
brush, etc. 4. Make a collage
3. Types of hair style: Plait, using pictures of
twist, braids, knots, rolls, different hair styling
chignon, pleat, ringlets,
tonging etc.
3 Procedure of the hair
styles with accessories
7 Precaution during
services
4. Describe the 1. Accept feedback in 1. Demonstrate 02
customer positive manner ,File & feedback form in
feedback documentation, the class
information routine reports and
feedback
Total 32

UNIT 5: HEAD MASSAGE

Theory Practical Duration
Learning Outcome
(12 hrs) (32 hrs) (44 Hrs)
1. Describe scalp 1. Client consultation 1. Demonstrate the Hair
massage and preparation Analysis-Examine the
services 2. Hair and Scalp analysis hair and scalp 15
3. contra-indications condition
4. Select and prepare 2. Describe the contra-
tools, products and indication of the
equipment service( in which
5. Introduction to head condition services
massage and its types should be avoided)
(strokes) 3. Demonstrate the
6. Selection of massage Trolley setting
medium (hair oil 4. Describe head
/serum/ gel)as per massage
client requirement procedure(client
draping, client
comfort, understand
client relax point, use
of suitable equipment)

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2. Demonstrate 1. Preparation and 1. Identify the suitable oil 25
head massage position of client and or medium for the
procedure assistant procedure
2. Precautions during 2. Arrange all the
service equipment as per
3. Head massage requirement for
procedure (including performing head
various massages massage
techniques)and Zap 3. Demonstrate the steps
points, chakras of head massage
4. Benefits of head 4. Make a group of two
massage people and explain all
5. Factors that affect zap point and chakras
head massage.
in the class with the
6. Contraindication of
head massage (marma help of other group
pressure points) members
7. Follow salon’s code of 5. Make a presentation in
conduct the class for
8. Post care advice contraindications of
 Home care advice head massage
6. Group discussion on
the head massage
benefits
7. Operate the
equipment used in
head massage
8. Role play: Make a
team of two where
one will act as
assistant hair stylist and
another as client and
then one will explain to
other the home care
advice,
recommendations for
product use and
suggestions for further
services
3 Describe the 1. Customer feedback 1. Role play to get fill the 04
Client feedback a. Ask simple questions to feedback form from
information check with the client client’s as per
about their satisfaction
prescribed format
with the finished result
2. Thank customer for 2. Explain principles of
feedback post-service privacy, protection of
or apologies when information
required
Total 44

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 CLASS 10
Part A - Employability Skills
S. No. Units Duration
(hrs)
1. Communication Skills – II 20
2. Self-management Skills – II 10
3. Information and Communication Technology Skills – II 20
4. Entrepreneurial Skills – II 15
5. Green Skills – II 10
Total 75

UNIT 1: COMMUNICATION SKILLS – II

Learning Theory Practical Duration
Outcome (12 hrs) (08 hrs) (20 hrs)
1. Demonstrate 1. Methods of 1. Writing pros and cons of
knowledge of communication written, verbal and non-
various (i) Verbal verbal communication 05
methods of (ii) Non-verbal 2. Listing do’s and don’ts for
communicati (iii) Visual avoiding common body
on language mistakes
2. Provide 1. Communication cycle 1. Constructing sentences for
descriptive and importance of providing descriptive and
and specific feedback specific feedback 03
feedback 2. Meaning and
importance of
feedback
3. Descriptive feedback -
written comments or
conversations
4. Specific and non-
specific feedback
3. Apply 1. Barriers to effective 1. Enlisting barriers to effective
measures to communication – types communication
overcome and factors 2. Applying measures to 04
barriers in 2. Measures to overcome overcome barriers in
communicatio barriers in effective communication
n communication
4. Apply 1. Principles of effective 1. Constructing sentences
principles of communication that convey all facts
communicatio 2. 7 Cs of effective required by the receiver 03
n communication 2. Expressing in a manner
that shows respect to the
receiver of the message
3. Exercises and games on
applying 7Cs of effective
communication

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5. Demonstrate 2. Writing skills to the 1. Demonstration and
basic writing following: practice of writing
skills  Sentence sentences and
 Phrase paragraphs on topics 05
 Kinds of Sentences related to the subject
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of a
Paragraph
Total 20

UNIT 2: SELF-MANAGEMENT SKILLS – II

Learning Theory Practical Duration
Outcome (05 hrs) (05 hrs) (10 hrs)
1. Apply stress 1. Meaning and 1. Exercises on stress
management importance of stress management techniques – 06
techniques management yoga, meditation, physical
2. Stress management exercises
techniques – physical 2. Preparing a write-up on an
exercise, yoga, essay on experiences
meditation during a holiday trip
3. Enjoying, going to
vacations and
holidays with family
and friends
4. Taking nature walks

2. Demonstrate 1. Importance of the 1. Demonstration on working

the ability to ability to work independently 04
work independently 2. goals
independently
2. Describe the types of 3. Planning of an activity
self-awareness 4. Executing tasks in a specific
3. Describe the period, with no help or
meaning of self- directives
motivation and self- 5. Demonstration on the
regulation qualities required for
working independently
Total 10

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS – II

Theory Practical Duration
Learning Outcome
(08 hrs) (12 hrs) (20 hrs)
1. Distinguish 1. Classes of operating 1. Identification of task bar,
between systems icons, menu, etc.
different 2. Menu, icons and task 2. Demonstration and
operating bar on the desktop practicing of creating, 17

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 systems 3. File concept, file renaming and deleting files
operations, file and folders, saving files in
organization, folders and sub-folders,
directory structures, restoring files and folders
and file-system from recycle bin
structures
4. Creating and
managing files and
folders
2. Apply basic 1. Importance and need 1. Demonstration of the
skills for care of care and procedures to be followed
and maintenance of for cleaning, care and
maintenance computer maintenance of hardware 03
of computer (i) Cleaning and software
computer
components
(ii) Preparing
maintenance
schedule
(iii) Protecting
computer
against viruses
(iv) Scanning and
cleaning viruses
and removing
SPAM files,
temporary files
and folders
Total 20

UNIT 4: ENTREPRENEURIAL SKILLS – II

Theory Practical Duration
Learning Outcome
(06 hrs) (09 hrs) (15 hrs)
1. List the 1. Entrepreneurship and 1. Writing a note on 15
characteristics society entrepreneurship as
of successful 2. Qualities and functions of career option
entrepreneur an entrepreneur 2. Collecting success
3. Role and importance of stories of first
an entrepreneur generation and local
4. Myth about entrepreneurs
entrepreneurship 3. Listing the
5. Entrepreneurship entrepreneurial
as a career option qualities – analysis of
strength and
weaknesses
4. Group discussion of
self-qualities that
students feel are
needed to become

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 successful entrepreneur
5. Collect information
and related data for a
business
6. Make a plan in team
for setting up a business
Total 15

UNIT 5: GREEN SKILLS – II

Theory Practical Duration
Learning Outcome
(07 hrs) (03 hrs) (10 hrs)
1. Demonstrate 1. Definition of sustainable 1. Identify the problem
the knowledge development related to sustainable
of importance, 2. Importance of development in the
problems and sustainable community
solutions related development 2. Group discussion on
to sustainable 3. Problems related to the importance of
development sustainable respecting and
development conserving indigenous
knowledge and
cultural heritage
3. Discussion on the
responsibilities and
10
benefits of
environmental
citizenship, including
the conservation and
protection of
environmental values
4. Preparing models on
rain water harvesting,
drip / sprinkler irrigation,
vermin-compost, solar
energy, solar cooker,
etc.
Total 10

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 Part B–Vocational Skills
S.No. Units Duration
(Hrs)
1. Basic Blow Drying of Hair 15
2. Basic Hair Cut 36
3. Hair colour Application 36
4. Basic Make-up and Depilation 10
5. Assist the Hair Stylist in Advanced Hair Services 20
6. Creating Positive Impression at the Workplace 08
Total 125

UNIT 1: BASIC BLOW DRYING OF HAIR

Theory Practical Duration
Learning Outcome
(05 hrs) (10hrs) (15Hrs)
1. Demonstrate the 1. Function of the blow 1. Explain the function 02
knowledge of dryer and their brushes of the blow dryer
blow dryer 2. Types and uses of blow 2. Arrange brushes
dryer brushes according to
3. Types and uses of application
Combs 3. Make a collage
using pictures of
blow dryer brushes
4. Identify and explain
the types and uses
of combs

2. Demonstrate the 1. Hair designing tools: 1. Explain the types 03

knowledge and  Hot Rollers, and uses of tongs
skills of hair  Crimpers , ironing and
designing tools  Ironing, crimper
and products  Tong rod/ curler 2. Prepare a chart of
 Blow Dryer hair styling
2. Hair products: products
 spray 3. Demonstrate hair
 cream styling product
 Mousse
 gel etc
3. Identifying the 1. Use suitable consultation 1. Demonstrate the 02
client’s techniques to identify the client consultation
requirement client’s need for the look techniques
2. Consultation techniques : 2. Make a collage
 Catalogue of styles using pictures of
 Chart or image etc. different hair style
for the referencing
4. Demonstrate the 1. Prepare the work area 1. Demonstrate the 08
basic techniques 2. Equipment and material various techniques
of blow drying used for blow dryer to minimise
process 3. Identification of hair damage of hair

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 condition 2. Arrange all tools
4. Contraindication of blow and material used
dryer for blow drying as
5. Blow drying procedure: per standard
 Blow dry using sections 3. Demonstrate the
with different type of techniques of hair
brushes (flat brush sectioning and
/paddle, round brush back brushing
finishing brush etc.,) 4. Identify tools and
 Rollers and products equipment used
 Techniques : setting of for blow drying
5. Demonstrate the
dryer (finger drying)
blow dryer with all
 Direction of blow drying
brushes and rollers
,duration ,
6. Demonstrate hair
 Controlling hair sections
product application
during the drying
7. Create different
process
hair style look with
 Back brushing
the help of blow
techniques
dryer and brushes
6. Provide specific after care-
8. Role play : post
advice
care advice
Total 15

UNIT 2: BASIC HAIR CUT

Theory Practical Duration
Learning Outcome
(12hrs) (24 hrs) (36 Hrs)
1. Demonstrate the Type of hair –straight, 1. Demonstrate the
knowledge of wavy, curly classification of hair 03
hair cutting Factors affecting of hair in the class
2. Describe the factors
factors cutting
affecting hair cut
Angles and elevation
2. Describe the 1. Client consultation : 1. Role play : 02
client  identify the client’s interaction
consultation desired look by 2. Make a collage
techniques catalogues style, using photos of
chart , or image different hair cutting
styles
reference
 Contraindication that
may restrict the service
3. Demonstrate the 1. Equipment that can be 1. Perform Trolley 04
knowledge of used on different types setting
suitable of hair cuts 2. Demonstrate hair
2. Tools: Clippers, scissors,
equipment and cutting tools with
razors ,trimmer,
product for the sectioning clips, tail their usages
hair cut comb, cutting comb 3. Prepare a collage
and wide comb using pictures of hair
3. types of products products
available for achieving

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 final look
4. Products: Gel, mousse,
spray, serum, creams
4. Perform hair 1. Preparing the work area 1. Draw a collage 25
cutting services 2. Equipment and using pictures of
materials used for hair different hair type
like straight, wavy
cuts
,curly, very curly
3. Different factors of hair with different face
cut shapes
4. Prepare the client’s hair 2. Demonstrate the
prior to cutting: client’s draping
 Client draping for the and hair sectioning
haircut 3. Demonstrate all
 Sectioning of hair as cutting techniques
per the cut on the dummy
5. Cutting procedure 4. Demo in the class
 Cutting techniques: for steps of hair
Scissors over comb, cutting with do’s
clipper over comb, and don’ts
freehand, &thinning
5. Practice of all
straight cut,
cutting step by
 One length ,V ,
step in the class
U,tapered and
6. Conduct group
round square
discussion on
shapeswith suitable
cutting related
neckline
problems
 Angles with
7. Demonstrate the
elevations
use of post hair
6. Post hair cutting advice
cutting products
7. Follow code of conduct
as salons standards
5. Demonstrate the 1. Record file detail of the 1. Demonstrate the 02
Client feedback procedure as per the process to fill up
organisational client’s record
2. Fill-up feedback
standards
form
2. Feedback post service
Total 36

UNIT 3: HAIR COLOUR APPLICATION

Theory Practical Duration
Learning Outcome
(12 hrs) (24 hrs) (36Hrs)
1. Demonstrate the 1. Colour theory: 1. Make a chart of all 09
knowledge of  colour wheel chart colour tube with
international (primary, secondary number and name
colour chart and tertiary colour)
2. Prepare an
2. International colour
chart international colour
3. Hair and scalp chart
conditions and 3. Group activity on the
causes, hair analysis colour chart
and hair examination
4. Types of hair
colouring:

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  Permanent
 Semi -permanent and
 Temporary colours

2. Demonstrate the 1. Work area 1. Role play: interaction 22

colour preparation with client use suitable
procedure 2. Consulting and consultation
preparing client for technique to identify
colouring service objective
3. Select product, tools 2. Demonstrate chair
and equipment as per setting as per services
the client service required
4. Chair setting as per 3. Demonstration on pre-
client comfort, privacy preparation of client
and safety for colouring
5. Sections for colouring 4. Demonstration on
6. Selection of colour conducting patch test
with number Tube 5. Analysis of skin
based on highlighting sensitivity check for
and low lighting reaction (leave for 24
7. Colour mixing ratio hours after patch test )
8. Procedure for 6. Demonstrate the
 Full head colour colour mixing ratioand
 Regrowth root touch-
 Highlightling up/application of
 Low- lighting heena
colour/heena 7. Demonstrate hair wash
techniques with procedure
Do’s &don’t 8. explain do’s and
9. Monitor the don’ts of
development of colour/heena
colour for desired look application
10. Follow salon’s code of
conduct
3. Describe the 1. Post colouring 1. Demonstrate the post 03
post hair shampoo and colouring product
colouring conditioner range
advice 2. Homecare advice
4. Demonstrate the 1. Customer feedback 1. Filling up the client 02
knowledge of 2. Post-service apologies feedback form or
Client records when required record card
3. Prepare client card
information 2. Demonstrate
with signature
4. Record details of the feedback form in the
procedure accurately class
as per organization 3. Consult to concerned
standards authority to resolve
issues generated
during services
Total 36

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UNIT 4: BASIC MAKE-UP AND DEPILATION
Theory Practical Duration
Learning Outcome
(05hrs) (05hrs) (10Hrs)
1. Demonstrate the 1. Client consultation and 1. Demonstration of 05
knowledge and preparation threading process for
skills of basic 2. Benefits of threading upper lip hair removal
depilation 3. Threading techniques 2. Practical of eyebrow
threading service 4. Different shapes of 3. Application of pre-
eyebrows according to and post products
the face shape during threading
5. Types of tools and
materials used for
threading: scissors,
plucker, disposable eye
brow brush etc.
materials: thread,
powder, cotton etc.
6. Contra-indications
7. Threading
procedure(eyebrow
and upperlip)
8. Aftercare procedures for
threading services
1. Perform simple 1. Types of skin and skin 1. Identification of the 05
make up tone skin types and skin
services 2. Types of makeup tone
brushes 2. Demonstration the
3. Uses of make-up uses of cleansers and
removers toners
4. Uses of Cleansers and 3. Demonstration of
toners correct make-up
5. Types and purpose of product application
various make-up
products: Foundation,
powder, blusher,
mascara, eye shadows,
eye liner, eyebrow
pencil, lip liner and lip
stick/gloss Makeup
application sequence
6. Selection and
application of correct
make-up products to
enhance facial features
and client’s needs, etc.
Total 10

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UNIT 5: ASSIST THE HAIR STYLIST IN ADVANCED HAIR SERVICES
Learning Outcome Theory Practical Duration
(10hrs) ( 10hrs) (20 hrs)
1. Demonstrate 1. Maintain effective and 1. Demonstration and 10
the knowledge safe methods of identification of various
of product tools working product and tools
and equipment 2. Personal safety during according to client’s
as per client’s the service hair and scalp
hair and scalp 3. Identify the condition condition
condition of the hair and scalp 2. Prepare a chart on
using suitable health and safety
consultation standards
4. Types of tools 3. Practical of Trolley
materials and setting
equipment used for
hair services
2. Organise and 1. Organise and arrange 1. Demonstration on how 05
arrange the the product as per to arrange the work
work area service requirement area and product

3. Carry out simple 1. Resolve problems 1. List out the instructions 05

tasks to assist occurring during the of post service
the hair stylist process or service
and post 2. Cleaning up the area
service 3. post service
Total 20

UNIT 6:CREATING POSITIVE IMPRESSION AT THE WORK PLACE

Theory Practical Duration
Learning Outcome
(05hrs) (03 hrs) (08Hrs)
1. Demonstrate 1. Meet and greet customer: 1. Games for 03
the knowledge body language/ developing
of creating posture/gesture leadership qualities
positive 2. Well-lit area, light music, and effective
impression at communication skills
good fragrance
work place
3. Reception area and salon 2. Activities on working
staff room management as a team member
4. Creation of a caring and 3. Demonstration and
comforting environment games on effective
5. Effective consultation communication
techniques to identify
service or treatment
objectives
6. Effective communication
techniques for dealing with
clients, especially on
telephone, good listening
skills, empathic behaviour
7. Code of conduct and
professional etiquettes
8. Working as an effective

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 team member

2. Demonstrate 1. Behave in a professional 1. Demonstration of 03

professional manner or etiquettes procedures and
etiquettes and 2. Use effective practices for
personal communication techniques maintaining personal
grooming hygiene, use of
dealing with client
3. Personal grooming and personal protective
hygiene equipment and
4. Uniform and work maintaining good
accessories – Personal health and posture
Protective Equipment using videos and
5. Maintaining good health presentations.
and posture 2. Demonstration on
presentable
appearance: light
make-up, hair
dressing,
shoes/dress/body
odour
3 Describe the 1. Accept feedback in 1. Demonstrate 02
client feedback positive manner ,File & feedback form in the
records documentation, routine class
reports and feedback 2. Observing and make
2. Maintain confidentially a note of how to
information as required maintain information
3. Consult to
concerned authority
to resolve issues
generated during
services
Total 08

6. ORGANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to
expose them to the activities in the workplace.

Visit a salon and observe the following: Location, Facial Room, Ambience,
Manicure/Pedicure Room, Work Area, Hygienic conditions, etc. During the visit, students
should obtain the following information from the owner or the supervisor of the salon:

1. Area under salon and its layout 5. Manpower engaged

2. Types of Equipment and material used 6. Total annual income
3. Location, environment, convenience 7. Total expenditure of salon
4. Product and brands used by salons 8. Profit/loss (annual)
5. Hygiene and safety methods 9. Any other information
4. Sale procedure

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7. LIST OF EQUIPMENT AND MATERIALS

The list given below is suggestive and an exhaustive list should be prepared by the
vocational teacher. Only basic tools, equipment and accessories should be procured by the
Institution so that the routine tasks can be performed by the students regularly for practice
and acquiring adequate practical experience.
1. All Propose Comb 46. Hair Clips set
2. Barber Brush 47. Hair Connector
3. Bath Comb 48. Hair Cutting Comb
4. Anatomy and physiology charts 49. Hair Dresses Chair/ Stool
5. Hand held dryer and attachments 50. Hair Dryer
6. Trolley 51. Hair Pins Boxes
7. Scalp steamer 52. Hair Steamer
8. Climazone 53. Hand Mirrors
9. Round Brushes(various diameters )- 54. High Chair
10. Flat Brushes 55. Hydraulic Chair 5
11. Paddle Bristle Brushes 56. Invisible Pins Boxes
12. Vent Dressing comb 57. Jumbo Rollers set
13. Back comb 58. Ladies/kids Cut Catalogues
14. Hot rollers with pins 59. Large Size Rollers
15. Bendy rollers 60. Large Stools
16. Velcro rollers 61. Large Tooth Comb
17. Pins curl clips 62. Magazines/Books with rack
18. Hood dryer 63. Measuring Cup sets
19. Wraps 64. Measuring Glass sets
20. Foil 65. Measuring Spoon sets
21. Hi/lo-lighting cap 66. Medium Size Rollers
22. Perm curlers (various sizes) 67. Mixing Bowles set
23. End papers 68. Mop
24. Cotton wool 69. Needle for Striking
25. Towels (White and brown) 70. Perming Cap
26. Tissue Paper 71. Pin Curl Clips Boxes
27. Disposable gloves 72. Razor with blade
28. Apron and cape 73. Roller Brush set 5 in 1
29. Colour brushes 74. Roller pins
30. Bowles 75. Shampoo Bowl Set
31. Head steamer 76. Shampoo Unit
32. Computer with Internet 77. Shower Cap
33. Crimpers 78. Small Scissors
34. Curling Iron 79. Small Size Hair Rollers Wires
35. Curling Rods(Small, Medium, Large) 80. Small Stools
36. Clippers , 81. Spatula
37. Cutting Scissors 82. Spray Bottle
38. Cutting Sheets 83. Sterilizer
39. Decorative Pins Boxes 84. Straightening Iron
40. Dustbin 85. Tail Comb
41. Electric Curler 86. Thinning Scissors
42. Exfoliation machine 87. Timer
43. Frosting Cap 88. Tinting Brush with Comb
44. Derma scope 89. White Board
45. Garbage Bin/Bags 90. Wide Toothed Comb

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8. VOCATIONAL TEACHER’S/ TRAINER’S
QUALIFICATION AND GUIDELINES

Qualification and other requirements for appointment of vocational teachers/trainers on

contractual basis should be decided by the State/UT. The suggestive qualifications and
minimum competencies for the vocational teacher should be as follows:

S.No. Qualification Minimum Age Limit

Competencies
1. Graduate with Effective 18-37 years (as on
Cosmetology/ communication Jan. 01 (year))
Beauty & wellness skills (oral and
certificate or hair dressing written) Age relaxation to
/any international diploma be provided as per
in Hair dressing of 6 months Basic computing Govt. rules
duration with 1-year skills
experience as a hair stylist.
OR 12th pass with 5 year
experience in requisite
domain OR 10th pass with 8
year experience in
requisite domain

Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as

an integral part of Samagra Shiksha. They are directly involved in teaching of vocational
subjects and also serve as a link between the industry and the schools for arranging industry
visits, On-the-Job Training (OJT) and placement.

These guidelines have been prepared with an aim to help and guide the States in engaging
quality Vocational Teachers/Trainers in the schools. Various parameters that need to be
looked into while engaging the Vocational Teachers/Trainers are mode and procedure of
selection of Vocational Teachers/Trainers, Educational Qualifications, Industry Experience,
and Certification/Accreditation.

The State may engage Vocational Teachers/Trainers in schools approved under the
component of Vocationalisation of Secondary and Higher Secondary Education under RMSA
in the following ways:

(i) Directly as per the prescribed qualifications and industry experience suggested by the
PSS Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector
Skill Council(SSC)
OR
(ii) Through accredited Vocational Training Providers accredited under the National
Quality Assurance Framework (NQAF*) approved by the National Skill Qualification

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 Committee on 21.07.2016. If the State is engaging Vocational Teachers/Trainers through
the Vocational Training Provider (VTP), it should ensure that VTP should have been
accredited at NQAF Level 2 or higher.

* The National Quality Assurance Framework (NQAF) provides the

benchmarks or quality criteria which the different organisations
involved in education and training must meet in order to be accredited
by competent bodies to provide government-funded education and
training/skills activities. This is applicable to all organizations offering
NSQF-compliant qualifications.

The educational qualifications required for being a Vocational Teacher/Trainer for a

particular job role are clearly mentioned in the curriculum for the particular NSQF compliant
job role. The State should ensure that teachers / trainers deployed in the schools have
relevant technical competencies for the NSQF qualification being delivered. The Vocational
Teachers/Trainers preferably should be certified by the concerned Sector Skill Council for the
particular Qualification Pack/Job role which he will be teaching. Copies of relevant
certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.

To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The
selection procedure should consist of the following:

(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
of experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.

In case of appointment through VTPs, the selection may be done based on the above
procedure by a committee having representatives of both the State Government and the
VTP.

The State should ensure that the Vocational Teachers/Trainers who are recruited should
undergo induction training of 20 days for understanding the scheme, NSQF framework and
Vocational Pedagogy before being deployed in the schools.

The State should ensure that the existing trainers undergo in-service training of 5 days every
year to make them aware of the relevant and new techniques/approaches in their sector
and understand the latest trends and policy reforms in vocational education.

The Head Master/Principal of the school where the scheme is being implemented should
facilitate and ensure that the Vocational Teachers/Trainers:

(i) Prepare session plans and deliver sessions which have a clear and relevant purpose
and which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;

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(iv) Engage students in learning activities, which include a mix of different methodologies,
such as project based work, team work, practical and simulation based learning
experiences;
(v) Work with the institution’s management to organise skill demonstrations, site visits, on-
job trainings, and presentations for students in cooperation with industry, enterprises
and other workplaces;
(vi) Identify the weaknesses of students and assist them in upgradation of competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students with different
abilities
(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) Provide placement assistance

Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them
aware of their performance and for suggesting corrective actions. The States/UTs should
ensure that the performance of the Vocational Teachers/Trainers is appraised annually.
Performance based appraisal in relation to certain pre-established criteria and objectives
should be done periodically to ensure the quality of the Vocational Teachers/Trainers.
Following parameters may be considered during the appraisal process:

1. Participation in guidance and counselling activities conducted at Institutional, District

and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous upgradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and
International level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.

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 9. LIST OF CONTRIBUTORS
Working Group Meeting I:

The Working Group Meeting for the development of this curriculum (Draft) held from 25 Nov. to
28 Nov. 2019, following experts are contributed:

External Experts:

1. Neelima Singh
Designation- Director, Chocolate Salon, Kolar Road Bhopal
Email – [email protected]
2. Lokesh Choudhary
Designation- Wellness Instructor,
Sanchi University of Buddhist- indic Studies Raisen (M. P.)
Email – [email protected]

Internal Resource Person

3. Puja Mishra
Designation- Consultant (Beauty & Wellness),
DHSER, PSSCIVE
Email – [email protected]
4. Vijay Kumar
Designation- Consultant (Yoga),
DHSER, PSSCIVE
Email – [email protected]
5. Dr. Nidhi Gupta
Designation- Consultant (DVET),
DHSER, PSSCIVE
Email – [email protected]
6. Vikram Singh Bhadauria
Designation- Consultant (Physical Education),
DAAH, PSSCIVE
Email – [email protected]
7. Rahul Deshmukh
Designation- Consultant (Nursing )
Dept. Health & Paramedical Science
Email – [email protected]
8. Sudha Tiwari
Designation- Consultant ( Nutrition)
Dept. Health & Paramedical Science
Email- [email protected]

COURSE COORDINATOR

Dr. Vipin Kumar Jain

Associate Professor and Head
Department of Humanities, Science, Education and Research (DHSER)
PSS Central Institute of Vocational Education, Bhopal

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Working Group Meeting II :

The Working Group Meeting for the finalization of curriculum held from 17 to 20 December 2019,
following experst are contributed:

External Experts:

1. Satya Sharma
Designation- Technical Head, VLCC, Corporate office, Gurgaon (Haryana)
E-mail: [email protected]
2. Neelima Singh
Designation- Director, Chocolate Salon, Kolar Road Bhopal
Email – [email protected]
3. Pradeep Kumar Pathak
Designation: Master Trainer Yoga, Beauty & Wellness Sector Skill Council, New Delhi
E-mail: [email protected]
4. Ruchi Singh
Designation: CEO, Nutristrong, CISQ, Kolar Road, Bhopal
E-mail: [email protected]
5. Lokesh Choudhary
Designation- Wellness Instructor,
Sanchi University of Buddhist- indic Studies Raisen (M. P.)
Email – [email protected]

Internal Resource Person

6. Puja Mishra
Designation- Consultant (Beauty & Wellness),
DHSER, PSSCIVE
Email – [email protected]
7. Vijay Kumar
Designation- Consultant (Yoga),
DHSER, PSSCIVE
Email – [email protected]
8. Dr. Nidhi Gupta
Designation- Consultant (DVET),
DHSER, PSSCIVE
Email – [email protected]

COURSE COORDINATOR

Dr. Vipin Kumar Jain

Associate Professor and Head
Department of Humanities, Science, Education and Research (DHSER)
PSS Central Institute of Vocational Education, Bhopal

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 35 |P a ge

Working Group Meeting III:

The Working Group Meeting for review and finalization with the expert of Beauty & Wellness
Sector Skill Council of this curriculum of curriculum held on 30 January, 2020, following experts
are contributed:

Expert from Beauty & Wellness Sector Skill Council:

1. Ms. Sohni Guha

Senior Manager – Standards & QA
Beauty & Wellness Sector Skill Council
247 & 248, DLF South Court, 1st Floor,
Saket, New Delhi - 110017
Email: [email protected]
Contact: 9953880992
Internal Resource Person

2. Puja Mishra
Designation- Consultant (Beauty & Wellness),
DHSER, PSSCIVE
Email – [email protected]
3. Vijay Kumar
Designation- Consultant (Yoga),
DHSER, PSSCIVE
Email – [email protected]
4. Dr. Nidhi Gupta
Designation- Consultant (DVET),
DHSER, PSSCIVE
Email – [email protected]

COURSE COORDINATOR

Dr. Vipin Kumar Jain

Associate Professor and Head
Department of Humanities, Science, Education and Research (DHSER)
PSS Central Institute of Vocational Education, Bhopal

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PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
Shyamla Hills, Bhopal- 462 002, M.P., India