LEARNING OUTCOME BASED VOCATIONAL CURRICULUM

Assistant Beauty Wellness

Consultant
(QUALIFICATION PACK: Ref. Id. BWS/Q4001)

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 OUTCOME BASED VOCATIONAL CURRICULUM

Assistant Beauty Wellness

Consultant
(QUALIFICATION PACK: Ref. Id. BWS/Q4001)

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
Beauty and Wellness – Assistant Beauty
Wellness Consultant

January, 2020
PATRONS
© PSSCIVE, 2020
Dr. Hrushikesh Senapaty,
http://www.psscive.ac.in Director,
National Council of Educational Research
and Training (NCERT),
New Delhi

Dr. Rajesh P. Khambayat,

Joint Director
PSS Central Institute of Vocational Education,
Bhopal
No part of this work may be reproduced, stored
in a retrieval system, or transmitted in any form
COURSE COORDINATOR
or by any means, electronic, mechanical,
photocopying, microfilming, recording or
Dr. Vipin Kumar Jain
otherwise, without written permission from the
Associate Professor and Head
Publisher, with the exception of any material
Department of Humanities, Science,
supplied specifically for the purpose of being Education and Research (DHSER)
used by the purchaser of the work. PSS Central Institute of Vocational Education,
Bhopal
The views and opinions expressed in this
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 BEAUTY
AND WELLNESS CONSULTANT (BWS/Q4001). 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 Beauty and Wellness
Consultant’ of Beauty and Wellness Sector Dr. Vipin Kumar Jain, 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 01
2. Scheme of Units 02
3. Teaching/Training Activities 05
4. Assessment and Certification 06
5. Unit Content CLASS 9
Part A Employability Skills
Unit 1: Communication Skills – I 09
Unit 2: Self-management Skills – I 10
Unit 3: Information and Communication 11
Technology Skills – I
Unit 4: Entrepreneurial Skills – I 12
Unit 5: Green Skills – I 13
Part B Vocational Skills
Unit 1: Introduction to Beauty and 14
Wellness Industry and Assistant Beauty
Wellness Consultant
Unit 2: Introduction of Basic Human Skin, 15
Nails, and Hair
Unit 3: Create a Positive Impression at 15
the Workplace
Unit 4: Maintain Health and Safety at the 16
Workplace
CLASS 10
Part A Employability Skills
Unit 1: Communication Skills – II 17
Unit 2: Self-management Skills – II 18
Unit 3: Information and Communication 19
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 19
Unit 5: Green Skills – II 20
Part B Vocational Skills
Unit 1:Manage Display Point for Sale 21
Unit 2 : Beauty and Wellness Services and 22
Products
Unit 3 : Promotional Activities for Sale 23
Unit 4 :Administrative Work at Sales 24
6. Organisation of Field Visits 25
7. List of Equipment and Materials 25
8. Vocational Teacher’s/ Trainer’s Qualification and Guidelines 26
9. List of Contributors 29
1. COURSE OVERVIEW

COURSE TITLE: Assistant Beauty Wellness Consultant (Beauty and Wellness Sector)
An Assistant Beauty Wellness Consultant is an operational job-role selling products in salons,
spas, promotional locations, etc. She/he supports sales and marketing by displaying
products, conducting visual hair and skin analysis, matching hair and skin conditions to
product categories, selling, tracking and reporting sales information to the sales executive or
manager. He/ she would need good interpersonal and listening skills whilst being client
responsive

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

 Apply effective oral and written communication skills to interact with people and
customers;
 Identify the principal components of a computer system;
 Demonstrate the basic skills of using computer;
 Demonstrate self-management skills;
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills
and abilities;
 Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection;
 Identify various career opportunities in the beauty sector;
 Describe the role of beauty wellness consultant;
 Describe Ancient methodology used for beauty and wellness
 Identify different home remedies and professional care trend for skin care, nail
care and hair care
 Differentiate between natural and synthetic beauty products;
 Explain skin structure, functions and its disorders;
 Describe hair structure, functions and its disorders;
 Enumerate nail structure, functions and its disorders;
 Demonstrate the knowledge of creating positive impression at work place;
 Demonstrate professional etiquettes and personal grooming ;
 Identify Safety Regulations and Procedures in case of infection and chemical
Toxicity;
 Demonstrate knowledge on Personal Hygiene and safety;
 Arrange products at display point;
 Storage and Disposal of products;
 Evaluate Safety and report for objectionable situation;
 Handling client at wellness centre;
 Conduct Skin, hair and nail Testing;
 Customer care services;
 Describe Branding;
 Explain marketing –mix and sales;
 Describe Promotion;
 Perform promotional activities at workplace;
 Manage Database;
 Report to manager as per organization standards;

COURSE REQUIREMENTS: Preferably class VIII for formal education system

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 1 |P a ge

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

COURSE DURATION: 400 hrs

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

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 Max. Marks
for Theory for Theory
Units
and Practical and 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 Wellness 10
Industry and Assistant Beauty Wellness Consultant
Unit 2: Introduction of Basic Human Skin, Nails and 40
Hair 30
Unit 3: Create a Positive Impression at the 25
Workplace
Unit 4: Maintain Health and Safety at the 20
Workplace
Total 95 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

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 2 |P a ge

 No. of Hours Max. Marks
for Theory for Theory
Units
and Practical and Practical
200 100
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

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 10
Unit 4: Entrepreneurial Skills – II 15
Unit 5: Green Skills – II 10
Total 75 10
Part B Vocational Skills
Unit 1:Manage Display Point for Sale 25
Unit 2 : Beauty and Wellness Services 35
and Products
30
Unit 3 : Promotional Activities for Sale 20
Unit 4 :Administrative Work at Sales 15
Total 95 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 BEAUTY WELLNESS CONSULTANT 3 |P a ge

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
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

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 4 |P a ge

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
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.

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 5 |P a ge

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
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.

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 6 |P a ge

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.

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

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 7 |P a ge

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
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

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 8 |P a ge

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.

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,

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 9 |P a ge

 (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
(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

CURRICULUM: BEAUTY AND WELLNESS – ASSISTANT BEAUTY WELLNESS CONSULTANT 10 |P a ge

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
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

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 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
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

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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
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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 CLASS 9
Part B: Vocational Skills
S.No. Units Duration
(hrs)
1. Introduction to Beauty and Wellness Industry and Assistant Beauty 10
Wellness Consultant
2. Introduction of Basic Human Skin, Nails, And Hair 40
3. Create a Positive Impression at the Workplace 25
4. Maintain Health and Safety at the Workplace 20
Total 95

UNIT 1: INTRODUCTION OF BEAUTY AND WELLNESS INDUSTRY AND ROLE OF

ASSISTANT BEAUTY WELLNESS CONSULTANT
Theory Practical Duration
Learning Outcome
(06 hrs) (04 hrs) (10 hrs)
1. Describe scope of 1. Introduction to beauty 1. Draw career map
beauty and and wellness industry in of assistant beauty
wellness industry India and wellness
2. Identify various 2. Major sub-segments of consultant 03
career beauty and wellness 2. Discuss in a group
opportunities in sector about product and
the beauty sector 3. Career map of Assistant services related to
Beauty and wellness nail, skin and hair
consultant care
2. Describe the role 1. Importance of beauty 1. Prepare
of beauty and wellness observation report
wellness consultant on role of assistant
consultant 2. Essential Duties and beauty wellness
responsibilities of consultant after 02
Beauty wellness Visiting near by a
consultant beauty and
3. Skill required for Beauty wellness salon
wellness consultant 2. (Observe, discuss
and enlist function
and skills of
assistant beauty
wellness
consultant)
4. Describe 1. Ancient 1. Collect pictures of
Ancient methodology used natural care
methodology for beauty and products used as
used for beauty wellness home remedies 05
and wellness 2. Home for skin, hair and
5. Identify remedies/natural nail care
different home methods of skin 2. Collect
remedies and care, nail care and packaging
professional hair care. material of
care trend for 3. Professional care organic and
skin care, nail trends for skin, nail synthetic hair, skin
care and hair and hair and nail care
care 4. Advantages and products from

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6. Differentiate disadvantages of home or nearby
natural and using natural and salon /shops
synthetic beauty synthetic products 3. Prepare brief
products speech on
ingredients of
organic or
synthetic products
Total 10

UNIT 2: INTRODUCTION OF BASIC HUMAN SKIN, NAILS, AND HAIR

Theory Practical Duration
Learning Outcome
(30 hrs) (10 hrs) (40 hrs)
1. Explain skin 1. Skin Structure 1. Make well labelled
structure, 2. Functions of skin diagram of skin
functions and its 3. Ph. Scale 2. Prepare a table of skin
disorders 4. Types of skin disorders and their 14
5. Skin disorder causes and treatment
6. treatment of skin 3. Explain the ph. Scale
disorders
4. Describe hair 1. Hair Structure 1. Describe hair
structure, 2. Functions of hair structure by diagram
functions and its 3. Types of hair 2. Compile list of hair 13
disorders 4. Hair disorder
disorders and
5. treatment of hair
disorders treatment
5. Enumerate nail 1. Nail Structure 1. Distinguish and observe
structure, 2. Functions of nail signs of healthy nails in
functions and its 3. Types of nail groups 13
disorders 4. Nail disorder
5. treatment of nail
disorders
Total 40

UNIT 3: CREATE A POSITIVE IMPRESSION AT THE WORKPLACE

Duration
Theory Practical
Learning Outcome (25
(10 hrs) (15 hrs)
hrs)
1. Demonstrate the 1. Reception area and 1. Visit beauty and
knowledge of salon staff room wellness salon/center
creating positive management to observe reception
impression at 2. Creation of a caring area and codes of
work place conduct
and comforting
environment 2. Perform client
3. Effective consultation consultation activity 13
techniques to identify
treatment objectives
4. Effective
communication
techniques for dealing
with clients, especially

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 on telephone
5. Code of conduct and
professional etiquettes
6. Working as an effective
team member
2. Demonstrate 1. Personal grooming 1. Demonstration of
professional and hygiene procedures and
etiquettes and 2. Uniform and work practices for personal
personal accessories grooming.
grooming 12
3. Professional etiquettes 2. Perform group
4. Voice modulation activity to display
professional
etiquettes
Total 25

UNIT 4: MAINTAIN HEALTH AND SAFETY AT THE WORKPLACE

Total
Learning Theory Practical
Duration
Outcome (12 hrs) (08 hrs)
(20 hrs)
1. Identify Safety 1. Hazards-Introduction 1. Enlist various hazards at
Regulations 2. Types of hazards- beauty and wellness
and communicable salon.
Procedures in disease, allergy, 2. Demonstrate use of fire
case of burning or injury, extinguisher
infection and chemical toxicity 3. Prepare collage of
chemical 3. Workplace health and different insecticide used
toxicity safety measure - fire, at workplace 10
electricity, chemical, 4. Perform allergy test of
insect chemicals in group
4. Safe handling 5. Follow user’s manuals to
Techniques of handle and operate
equipment, chemical equipment
and products
5. Code of conduct
2. Demonstrate 1. Personal Hygiene- 1. Enlist rules of personal
knowledge on importance, hand hygiene
Personal washing, sterilization, 2. Display standard method
Hygiene and personal protective of hand washing
safety tools 3. Carry out sterilization
2. Refusing unsafe work method for articles and
10
3. Maintenance of equipment
posture to minimize 4. Collect pictures of
fatigue and risk of personal protective tools
injury 5. Demonstrate standard
posture and position at
workplace
Total 20

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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

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 communication
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

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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
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

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 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
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

Duration
Theory Practical
Learning Outcome (10 hrs
(07 hrs) (03 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. Manage Display Point for Sale 25
2. Beauty and Wellness Services and Products 35
3. Promotional Activities for Sale 20
4. Administrative Work at Sales 15
Total 95

UNIT 1: MANAGE DISPLAY POINT FOR SALE

Theory Practical Duration
Learning Outcome
(15 hrs) (10 hrs) (25 hrs)
1. Arrange 1. Gathering products for 1. Prepare different types 09
products at display: testers, of display models with
display point promotional products, products
literature, templates,
latest scheme 2. Collect packaging and
2. Checklist for product promotional material of
display beauty products and
3. Importance of products display them for
display in marketing , promotional activities
promotional, sales
campaign and
activities
4. Process and styles of
products display
5. Consider elements such
as light, colour, texture,
composition, physical
elements, services
6. Purpose and principles
of display of products
7. Organisational code of
conduct for display of
products
2. Storage and 1. Collecting products as 1. Prepare chart paper or 08
Disposal of per need model showing various
products 2. Safe Storage of products styles of product
3. Labelling methods for labelling
display 2. Make diagrams
4. Cross-checking of explaining safe storage
products on display of different types of
point and store Beauty products
5. Disposal of waste 3. Demonstrate safe
products and disposal methods in
packaging materials classroom

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 6. Organizational
guidelines for storage
and disposal of products
3. Evaluate Safety 1. Regular check-up of 1.Prepare different types of
and report for products for satisfactory sample register for storage
objectionable condition record- FIFO, Stock 08
situation 2. Update storage records rotation, Checking expiry
using FIFO, Stock date, sell stock
rotation, Checking expiry
date, sell stock, and
order product
3. Action to avoid and
minimize spoilage of
products
4. Health and safety risk in
product display
5. Report to manager for
objectionable situation
using organisational
code of conduct
Total 25

UNIT 2: BEAUTY AND WELLNESS SERVICES AND PRODUCTS

Theory Practical Duration
Learning Outcome
(20 hrs) (15 hrs) (35 hrs)
1. Handling client 1. Meet and greet 1. Perform group activities 15
at wellness clients, fill enquiry form for client handling-
centre accurately queries, providing
2. Handling basic information,
customer queries and promotional schemes
direct them to billing and benefits
counter 2. Prepare sample
3. Customer feedbacks enquiry and client
4. Providing service record form
product/service 3. Perform return,
information with exchange and refund
various promotional process
schemes
5. Return and exchange
policies as per
organizational norms
6. Product refund
process
7. Maintain records of
client and services

4. Conduct Skin, 1. Understanding client 1. Perform group activity

hair and nail expectation for analysing client’s skin,
Testing 2. Visual analysis of client hair and nail and suggest 12
according to client’s need
and discuss contra-

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 indication with client and budget
3. Skin, hair and nail
testing- devices and 2. Collect or Draw
diagrams of various
equipment
equipment and
4. Skin and Hair testing- devices used in skin,
purpose and hair and nail testing
procedure 3. Prepare chart of
5. Suggest suitable healthy skin, hair and
products/services nail.
6. User instruction for the 4. Visit a salon /center
/different cosmetic
product or services
outlets and observe
hair, skin and nail
testing procedure

5. Customer care 1. Providing information 1. Play a role for handling 08

services about company customers conflicts,
loyalty scheme and complain and
offers grievances
2. Making reports and 2. Perform group activity
updating database for cash handling and
3. Principles of customer reporting to manager
care 3. Training on POS
4. Handling conflicts, machine
complaints and
grievances
5. Managing and
handling of cash
6. Maintaining inventory
Total 35

UNIT 3: PROMOTIONAL ACTIVITIES FOR SALE

Theory Practical Duration
Learning Outcome
(08 hrs) (12 hrs) (20 hrs)
1. Describe 1. Brand- definition, 1. Collect packaging or 05
Branding types, importance sample of beauty
2. Advantage and products of different
disadvantage of Brands in
Brands India/International

2. Explain 1. Marketing- definition, 1.Make charts for 05

marketing –mix types, marketing-mix, exhibiting Types of
and sales Digital marketing marketing and sales in
(*SMS, Call, e-mails for beauty and wellness
promotion and sector
upcoming scheme,
*Tie-up with other
organisations)
2. Sales-Definition, types,
3. Difference between
marketing and sales
4. Selling through events

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3. Describe 1. Promotion- meaning, Collect promotional 05
Promotion concept, brochure, pamphlet or
2. Types and leaflet and newspaper
importance of cutting of various
Promotion companies
3. Advantage and
disadvantages of
Promotion
4. Perform 1. Collect, organize and Demonstrate 05
promotional present product promotional task in
activities at promotional group
workplace information, material, Perform cross selling and
product packs as per up selling activities
organizational
standards
2. Carrying out
promotional tasks as
per instructions
3. Cross-selling and up
selling

Total 20

UNIT 4: ADMINISTRATIVEWORK AT SALES

Learning Theory Practical Duration
Outcome (08 hrs) (07 hrs) (15 hrs)
1. Manage 1. Database- introduction, 1. Prepare sample
Database 2. Invoice- introduction invoice and
database
3. Upadating promotional
database
4. Data security 09
5. Store and retrieve information in
a manual and electronic filing
systems as per
requirement/instructions
2. Report to 1.Daily action summary- 1. Prepare daily
manager as preparation, reporting activity summary 06
per 2.Clarifying doubts and satisfaction and record of
organization 3.Recording and reporting equipment
standards maintenance
defective products
4. Maintenance of office
equipment
Total 15

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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

2. Types of equipment and material used
3. Location, environment, convenience
4. Product and brands used by saloons
5. Products of nail, skin and hair care with its brand
6. Sales procedure
7. Accounts maintenance
8. Manpower engaged
9. Total expenditure of salon
10. Total annual income
11. Profit/Loss (Annual)
12. Any other information

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.

Unique Equipment Required:

1. Anatomy and physiology charts 8. Receipt Book

2. Display Material 9. Inventory List
3. Promotional Material 10. First aid kit
4. Labelling Material 11. Fire Extinguisher
5. Analyzer Machines 12. Sterilizers
6. Record book 13. Waste Disposal Bins
7. Schedule Register

Other Equipment Required

1. All in one Eyelash Brush/Comb 4. Arm Chair

2. All Propose Comb 5. Bath Comb
3. Applicator Brush 6. Bleach Brush

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7. Body Massage Bed 19. Large Tooth Comb
8. Bowles 20. Magazines/Books with rack
9. Complete Make Up Brushes Set 21. Magnifying Glass
10. Computer with Internet 22. Make up Catalogues
11. Eyebrow Pencil Sharpener 23. Make up Palate
12. Garbage Bin/Bags 24. Modular Mirrors
13. Hair Brush 25. Mop
14. Hair Clips set 26. Small Scissors
15. Hand Mirrors 27. Small Stools
16. High Chair 28. Spatula
17. Ladies/kids Cut Catalogues 29. Spray Bottle
18. Large Stools 30. Sterilizer

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:

Minimum
S. No. Qualification Age Limit
Competencies
1. Preferably graduate Effective 18-37 years (as on Jan.
Or communication skills 01 (year))
12th pass with Diploma in Beauty (oral and written)
Therapy/and Certificates Age relaxation to be
in retailing/customer service or Basic computing skills provided as per Govt.
equivalent certificate rules
experience in the relevant field

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:

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(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
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:

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(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;
(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

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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