Level 2 Unit B5 Enhance the appearance of eyebrows and ... · Unit B5 Enhance the appearance of...

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Level 2

Unit B5 Enhance the appearance of eyebrows and eyelashesIntroductionUnit B5 is about providing eyelash and eyebrow treatments. Learners can build their skills and confi dence in this unit fairly quickly, as many clients book in for these very popular treatments. The application of artifi cial eyelashes provides a good link with Unit B8/B9 Provide make-up services and instruct clients in the use and application of skincare products and make-up.

The resources provided for this unit will help to ensure that all key points are covered in a variety of engaging activities. The activities and fact sheets within this unit will help develop learners’ underpinning knowledge of face and eye shapes, procedures and how treatments can be delivered safely. There needs to be a strong emphasis on health and safety when working around the eye area, and codes of practice should be instilled early on. An understanding of contra-indications to treatment is also important.

Learners will need plenty of practical experience to help develop their skills and to become confi dent in three main treatments used on the eye area: eyebrow shaping, eyebrow and eyelash tinting and applying artifi cial eyelashes. The underpinning knowledge should be delivered alongside the practical to support both forms of delivery.

The PowerPoint® presentations for this unit can be used alongside practical demonstrations to ensure that learners understand the correct procedure and safe practices before beginning their own practical work.

AssessmentTo complete the unit, learners will need to competently perform a range of treatments to enhance the appearance of the eyes, in order to cover the performance criteria and the ranges. You can use the practical sessions and resources as formative assessments before learners’ knowledge is checked in an independent exam.

Functional Skills opportunitiesThis unit off ers learners practice that will enable them to develop functional skills as follows:

• English up to Level 1: Speaking and listening • English up to Entry Level 3: Reading • English up to Level 1: Writing • Mathematics up to Entry Level 2: Analysing • Mathematics up to Entry Level 2: Interpreting

Level 2, Unit B5 Enhance the appearance of eyebrows and eyelashes


Ove

rview o

f reso

urce

sR

eso

urc

esN

ote

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nk

to K

ey S

kills

Lin

k to

Fu

nct

ion

al S

kills

Lin

k to

Lev

el 2

St

ud

ent

Bo

ok

Act

ivit

y sh

eets

B5.

A1:

Face

an

d e

yeb

row

sh

apes

Lear

ner

s w

ork

in p

airs

to

iden

tify

th

eir

par

tner

’s f

ace

shap

e an

d

sug

ges

t a

suit

able

eye

bro

w s

hap

e w

ith

mea

sure

men

ts. T

his

act

ivit

y w

ill e

nco

ura

ge

lear

ner

s to

tak

e th

e ap

pro

pri

ate

amo

un

t o

f ti

me

req

uir

ed t

o t

ho

rou

gh

ly a

sses

s th

eir

clie

nt’

s n

eed

s. L

earn

ers

can

ref

er

to t

he

fact

sh

eet

B5.

F1: F

ace

shap

es w

hen

co

mp

leti

ng

th

is a

ctiv

ity.

Ao

N:

N1.

2b

Mat

hs:

Inte

rpre

tin

g:

Entr

y le

vel 2

pp

333–

334

B5.

A2:

Ch

oo

sin

g a

rtifi

cia

l ey

elas

hes

For

this

act

ivit

y le

arn

ers

can

wo

rk in

pai

rs o

r sm

all g

rou

ps

to d

ecid

e o

n t

he

arti

fi ci

al la

shes

to

su

it d

iffe

ren

t ey

e sh

apes

an

d o

ccas

ion

s an

d

dra

w t

hem

on

th

e fa

ces.

Lea

rner

s th

en n

eed

to

sta

te if

ind

ivid

ual

la

shes

or

stri

p la

shes

are

req

uir

ed. T

his

act

ivit

y cr

eate

s an

o

pp

ort

un

ity

for

tria

l an

d e

rro

r w

ith

th

e ap

plic

atio

n o

f la

shes

, w

ith

ou

t an

y d

isco

mfo

rt t

o a

ny

clie

nts

. Lea

rner

s ar

e al

so g

iven

th

e o

pp

ort

un

ity

to r

eco

gn

ise

a va

riet

y o

f ey

e sh

apes

wh

ich

may

no

t b

e co

vere

d n

atu

rally

du

rin

g c

om

ple

tio

n o

f th

is u

nit

. Lea

rner

s ca

n r

efer

to

th

e fa

ct s

hee

t B

5.F2

: Ch

oo

sin

g a

rtifi

cia

l eye

lash

es w

hen

co

mp

leti

ng

th

is a

ctiv

ity.

No

ski

lls e

vid

ence

d

If t

he

task

can

be

un

der

take

n

elec

tro

nic

ally

.

ICT:

Dev

elo

pin

g, p

rese

nti

ng

an

d c

om

mu

nic

atin

g

info

rmat

ion

: En

try

leve

l 3

pp

348–

349

B5.

A3:

Mai

nte

nan

ce a

nd

car

e o

f st

rip

lash

es

Lear

ner

s ca

n w

ork

in p

airs

to

fi l

l in

th

e g

aps

in t

he

pas

sag

e. T

he

acti

vity

pro

vid

es r

ein

forc

emen

t o

f th

e re

qu

irem

ents

fo

r ca

rin

g f

or

arti

fi ci

al la

shes

, so

th

at le

arn

ers

can

th

en p

ass

the

info

rmat

ion

on

to

cl

ien

ts w

ith

co

nfi

den

ce. T

he

acti

vity

en

cou

rag

es le

arn

ers

to m

ake

a su

gg

esti

on

as

to e

ach

co

rrec

t an

swer

, as

they

hav

e a

sele

ctio

n o

f p

oss

ible

an

swer

s to

ch

oo

se f

rom

.

Ther

e is

a s

olu

tio

n s

hee

t av

aila

ble

fo

r th

is a

ctiv

ity.

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

Wri

tin

g: E

ntr

y le

vel

2

pp

353

B5.

A4:

Stag

es o

f ti

nti

ng

For

this

un

it, l

earn

ers

nee

d t

o k

no

w t

he

corr

ect

pro

ced

ure

fo

r ti

nti

ng

ey

elas

hes

an

d e

yeb

row

s. L

earn

ers

can

wo

rk in

pai

rs o

r sm

all g

rou

ps

to r

eord

er t

he

jum

ble

d s

ente

nce

s in

to t

he

corr

ect

seq

uen

ce. T

his

ac

tivi

ty w

ork

s w

ell a

s a

reca

pp

ing

aid

; it

enco

ura

ges

lear

ner

s to

th

ink

thro

ug

h t

he

trea

tmen

t fu

lly b

efo

re t

hey

car

ry it

ou

t.

Ther

e is

a s

olu

tio

n s

hee

t av

aila

ble

fo

r th

is a

ctiv

ity.

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

pp

339–

346

Co

nti

nu

ed o

verl

eaf



Res

ou

rces

No

tes

Lin

k to

Key

Ski

llsLi

nk

to F

un

ctio

nal

Ski

llsLi

nk

to L

evel

2

Stu

den

t B

oo

k

B5.

A5:

Pro

du

cts

and

eq

uip

men

t fo

r ti

nti

ng

Lear

ner

s ca

n w

ork

ind

ivid

ual

ly o

r w

ith

a p

artn

er t

o fi

nd

th

e p

rod

uct

s an

d e

qu

ipm

ent

in t

he

wo

rd s

earc

h g

rid

. In

pai

rs, l

earn

ers

sho

uld

m

ake

sure

th

ey k

no

w w

hat

eac

h it

em is

use

d f

or

– d

iscu

ss t

his

as

a cl

ass

on

ce le

arn

ers

hav

e co

mp

lete

d t

he

acti

vity

. Th

e ac

tivi

ty is

d

esig

ned

to

str

eng

then

lear

ner

s’ s

pel

ling

an

d h

igh

ligh

t ke

y w

ord

s fo

r th

is p

ract

ical

un

it.

Ther

e is

a s

olu

tio

n s

hee

t av

aila

ble

fo

r th

is a

ctiv

ity.

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 2

pp

335–

336

B5.

A6:

Aft

erca

re a

dvi

ce f

or

eye

trea

tmen

ts

This

act

ivit

y su

pp

ort

s le

arn

ers’

un

der

stan

din

g o

f th

e af

terc

are

and

h

om

e ca

re r

equ

irem

ents

fo

r th

is u

nit

. Lea

rner

s ar

e as

ked

to

res

earc

h

the

req

uir

ed a

fter

care

nee

ded

fo

r al

l eye

tre

atm

ents

an

d m

ake

no

tes

on

th

e ac

tivi

ty s

hee

t u

nd

er t

he

hea

din

gs

giv

en. T

he

fact

sh

eet

B5.

F4:

Aft

erca

re f

or

eye

trea

tmen

ts is

des

ign

ed t

o s

up

po

rt t

his

act

ivit

y.

Co

mm

s:

C1.

3

Eng

lish

:

Wri

tin

g: L

evel

1

pp

338,

346

, 351

, 35

3–35

4

B5.

A7:

Hea

lth

an

d s

afet

y fo

r ey

e tr

eatm

ents

Lear

ner

s ca

n w

ork

in p

airs

or

smal

l gro

up

s to

dis

cuss

an

d p

rod

uce

a

min

d m

ap o

f th

e h

ealt

h a

nd

saf

ety

req

uir

emen

ts f

or

all e

ye

trea

tmen

ts. T

his

is a

n im

po

rtan

t ac

tivi

ty w

ith

in t

his

un

it, a

s it

re

qu

ires

lear

ner

s to

rec

og

nis

e th

e im

po

rtan

ce o

f kn

ow

ing

ab

ou

t th

e h

ealt

h a

nd

saf

ety

asp

ects

wh

en c

om

ple

tin

g a

n e

ye t

reat

men

t.

Ther

e is

a s

olu

tio

n s

hee

t av

aila

ble

fo

r th

is a

ctiv

ity.

Dis

cuss

an

swer

s w

ith

th

e w

ho

le c

lass

an

d fi

ll i

n a

ny

gap

s in

lear

ner

s’ k

no

wle

dg

e. A

sk

lear

ner

s to

su

gg

est

wh

at t

he

con

seq

uen

ces

of

dis

reg

ard

ing

eac

h

hea

lth

an

d s

afet

y re

qu

irem

ent

mig

ht

be.

Co

mm

s:

C1.

3

Eng

lish

:

Wri

tin

g: E

ntr

y le

vel 2

pp

329–

353

B5.

A8:

Co

ntr

a-in

dic

atio

ns

Lear

ner

s w

ork

in p

airs

or

smal

l gro

up

s to

mat

ch e

ach

co

ntr

a-in

dic

atio

n t

o t

he

corr

ect

des

crip

tio

n. T

hey

th

en s

tate

wh

ich

of

thes

e co

nd

itio

ns

pre

ven

t tr

eatm

ent

or

sim

ply

res

tric

t it

. Wh

en d

iscu

ssin

g

answ

ers,

dis

cuss

wh

ich

co

nd

itio

ns

mig

ht

req

uir

e a

GP

refe

rral

. Th

is

acti

vity

allo

ws

lear

ner

s to

rec

ap o

n a

ny

pri

or

kno

wle

dg

e o

f co

ntr

a-in

dic

atio

ns

fro

m a

pre

vio

us

un

it a

nd

to

bu

ild o

n t

hat

kn

ow

led

ge.

Ther

e is

a s

olu

tio

n s

hee

t av

aila

ble

fo

r th

is a

ctiv

ity.

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

pp

331–

332

Ove

rvie

w o

f re

sou

rces

co

nti

nu

ed

Co

nti

nu

ed o

verl

eaf



Res

ou

rces

No

tes

Lin

k to

Key

Ski

llsLi

nk

to F

un

ctio

nal

Ski

llsLi

nk

to L

evel

2

Stu

den

t B

oo

k

B5.

A9:

Eyeb

row

sh

apin

g

For

this

un

it, l

earn

ers

nee

d t

o k

no

w t

he

corr

ect

pro

ced

ure

fo

r ey

ebro

w s

hap

ing

. Lea

rner

s ca

n w

ork

in p

airs

or

smal

l gro

up

s to

re

ord

er t

he

jum

ble

d s

ente

nce

s in

to t

he

corr

ect

seq

uen

ce. T

his

ac

tivi

ty w

ork

s w

ell a

s a

reca

pp

ing

aid

; it

enco

ura

ges

lear

ner

s to

th

ink

thro

ug

h t

he

trea

tmen

t fu

lly b

efo

re t

hey

car

ry it

ou

t.

Ther

e is

a s

olu

tio

n s

hee

t av

aila

ble

fo

r th

is a

ctiv

ity.

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

pp

337–

338

B5.

A10

:

Mix

ing

co

lou

rs

For

this

act

ivit

y, t

hre

e p

rofi

les

are

giv

en o

f cl

ien

ts b

oo

kin

g a

n

eyel

ash

an

d e

yeb

row

tin

t. L

earn

ers

can

wo

rk in

pai

rs o

r sm

all g

rou

ps

to d

iscu

ss w

hic

h c

olo

urs

an

d q

uan

titi

es t

hey

wo

uld

use

fo

r ea

ch

tin

tin

g t

reat

men

t. P

oin

t o

ut

the

amo

un

t o

f d

etai

l in

clu

ded

in e

ach

ca

se s

tud

y an

d h

igh

ligh

t to

lear

ner

s th

e im

po

rtan

ce o

f th

oro

ug

hly

as

sess

ing

th

eir

clie

nts

’ nee

ds

du

rin

g t

he

con

sult

atio

n s

o t

hat

th

ey c

an

adap

t th

eir

trea

tmen

t ac

cord

ing

ly.

Ther

e is

a s

olu

tio

n s

hee

t av

aila

ble

fo

r th

is a

ctiv

ity.

Co

mm

s:

C1.

2, C

1.3

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

Wri

tin

g: E

ntr

y le

vel 3

pp

341–

342

Fact

sh

eets

B5.

F1:

Face

sh

apes

This

fac

t sh

eet

pro

vid

es a

han

dy

rem

ind

er o

f fa

ce s

hap

es f

or

lear

ner

s to

ref

er t

o d

uri

ng

pra

ctic

al s

essi

on

s.

It w

ill a

lso

be

use

ful f

or

lear

ner

s to

ref

er t

o w

hen

co

mp

leti

ng

B5.

A1:

Fa

ce a

nd

eye

bro

w s

hap

es.

pp

198–

199,

333

B5.

F2:

Ch

oo

sin

g a

rtifi

cia

l ey

elas

hes

This

fac

t sh

eet

pro

vid

es a

bri

ef r

emin

der

of

the

fact

ors

lear

ner

s sh

ou

ld c

on

sid

er w

hen

ch

oo

sin

g a

rtifi

cia

l eye

lash

es. T

hey

can

ref

er t

o

it w

hen

iden

tify

ing

th

eir

clie

nts

’ nee

ds

for

the

app

licat

ion

of

lash

es

in p

ract

ical

ses

sio

ns.

Th

ere

is s

pac

e fo

r le

arn

ers

to a

dd

th

eir

ow

n

no

tes.

Lear

ner

s ca

n a

lso

ref

er t

o t

his

sh

eet

wh

en c

om

ple

tin

g B

5.A

2:

Ch

oo

sin

g a

rtifi

cia

l eye

lash

es.

pp

348–

349

B5.

F3:

Stag

es o

f ti

nti

ng

This

fac

t sh

eet

pro

vid

es le

arn

ers

wit

h a

bri

ef r

emin

der

of

the

corr

ect

pro

ced

ure

fo

r ti

nti

ng

an

d c

an a

ct a

s a

pro

mp

t w

ith

in p

ract

ical

se

ssio

ns.

pp

342–

346

Ove

rvie

w o

f re

sou

rces

co

nti

nu

ed

Co

nti

nu

ed o

verl

eaf



Res

ou

rces

No

tes

Lin

k to

Key

Ski

llsLi

nk

to F

un

ctio

nal

Ski

llsLi

nk

to L

evel

2

Stu

den

t B

oo

k

B5.

F4:

Aft

erca

re f

or

eye

trea

tmen

ts

This

fac

t sh

eet

pro

vid

es a

bri

ef r

emin

der

of

afte

rcar

e ad

vice

fo

r le

arn

ers

to r

efer

to

in p

ract

ical

ses

sio

ns.

Th

ere

is s

pac

e fo

r le

arn

ers

to

add

th

eir

ow

n n

ote

s.

Lear

ner

s ca

n a

lso

use

th

is f

act

shee

t to

su

pp

ort

th

eir

wo

rk in

B5.

A6:

A

fter

care

ad

vice

.

pp

338,

346

, 351

, 35

3–35

4

B5.

F5:

Poss

ible

co

ntr

a-ac

tio

ns

to e

ye

trea

tmen

ts

This

fac

t sh

eet

pro

vid

es le

arn

ers

wit

h a

han

dy

gu

ide

to c

on

tra-

acti

on

s an

d h

ow

to

irri

gat

e th

e ey

e, in

th

e u

nlik

ely

even

t o

f ir

rig

atio

n b

ein

g r

equ

ired

in a

pra

ctic

al s

essi

on

.

pp

345,

351

Pow

erPo

int®

pre

sen

tati

on

s

B5:

PP1:

Hea

lth

an

d s

afet

y

This

pre

sen

tati

on

co

vers

th

e h

ealt

h a

nd

saf

ety

req

uir

emen

ts f

or

eye

trea

tmen

ts in

a s

erie

s o

f q

ues

tio

ns

and

an

swer

s fo

r le

arn

ers

to

con

sid

er. T

his

is f

ollo

wed

by

info

rmat

ion

on

co

ntr

a-in

dic

atio

ns

to

eye

trea

tmen

ts.

pp

329–

353

B5.

PP2:

Mea

suri

ng

th

e ey

ebro

ws

– st

ep-b

y-st

ep g

uid

e

This

pre

sen

tati

on

co

vers

ho

w t

o m

easu

re t

he

eyeb

row

s to

det

erm

ine

the

idea

l sh

ape.

It c

an b

e u

sed

as

an in

tro

du

ctio

n t

o m

easu

rin

g

eyeb

row

s o

r as

rev

isio

n. L

earn

ers

wh

o a

re a

bse

nt

for

dem

on

stra

tio

ns

cou

ld u

se t

his

res

ou

rce

to c

atch

up

.

p33

5

B5.

PP3:

Eyeb

row

sh

apin

g –

st

ep-b

y-st

ep g

uid

e

This

pre

sen

tati

on

co

vers

th

e m

ain

ste

ps

of

usi

ng

tw

eeze

rs t

o s

hap

e th

e ey

ebro

ws.

It c

an b

e u

sed

as

an in

tro

du

ctio

n t

o e

yeb

row

sh

apin

g

or

as r

evis

ion

. Lea

rner

s w

ho

are

ab

sen

t fo

r d

emo

nst

rati

on

s co

uld

use

th

is r

eso

urc

e to

cat

ch u

p.

p33

7

B5.

PP4:

Patc

h t

est

– st

ep-b

y-st

ep g

uid

e

This

pre

sen

tati

on

co

vers

ho

w t

o a

pp

ly a

pat

ch t

est

bef

ore

tin

tin

g. I

t ca

n b

e u

sed

as

an in

tro

du

ctio

n t

o t

inti

ng

or

as r

evis

ion

. Lea

rner

s w

ho

ar

e ab

sen

t fo

r d

emo

nst

rati

on

s co

uld

use

th

is r

eso

urc

e to

cat

ch u

p.

p34

0

B5.

PP5:

Eyel

ash

an

d e

yeb

row

ti

nt

– st

ep-b

y-st

ep

gu

ide

This

pre

sen

tati

on

co

vers

th

e m

ain

ste

ps

of

tin

tin

g t

he

eyel

ash

es a

nd

b

row

s. It

can

be

use

d a

s an

intr

od

uct

ion

to

tin

tin

g o

r as

rev

isio

n.

Lear

ner

s w

ho

are

ab

sen

t fo

r d

emo

nst

rati

on

s co

uld

use

th

is r

eso

urc

e to

cat

ch u

p.

p34

3

Ove

rvie

w o

f re

sou

rces

co

nti

nu

ed

Co

nti

nu

ed o

verl

eaf



Res

ou

rces

No

tes

Lin

k to

Key

Ski

llsLi

nk

to F

un

ctio

nal

Ski

llsLi

nk

to L

evel

2

Stu

den

t B

oo

k

B5.

PP6:

Ap

ply

ing

ind

ivid

ual

ey

elas

hes

– s

tep

-by-

step

gu

ide

This

pre

sen

tati

on

co

vers

th

e m

ain

ste

ps

of

app

lyin

g in

div

idu

al

eyel

ash

es. I

t ca

n b

e u

sed

as

an in

tro

du

ctio

n t

o e

yela

sh a

pp

licat

ion

or

as r

evis

ion

. Lea

rner

s w

ho

are

ab

sen

t fo

r d

emo

nst

rati

on

s co

uld

use

th

is r

eso

urc

e to

cat

ch u

p.

p35

0

B5.

PP7:

Ap

plic

atio

n o

f st

rip

la

shes

– s

tep

-by-

step

g

uid

e

This

pre

sen

tati

on

pro

vid

es a

det

aile

d in

tro

du

ctio

n t

o s

trip

lash

es a

nd

h

ow

to

ap

ply

th

em. U

se it

to

go

th

rou

gh

th

e ap

plic

atio

n o

f st

rip

la

shes

bef

ore

lear

ner

s d

o t

his

in a

pra

ctic

al s

essi

on

. Lea

rner

s w

ho

are

ab

sen

t fo

r d

emo

nst

rati

on

s co

uld

use

th

is r

eso

urc

e to

cat

ch u

p.

Ad

dit

ion

al r

eso

urc

es

Inte

ract

ive

kno

wle

dg

e ch

eck

This

inte

ract

ive

qu

iz c

ove

rs t

he

lear

nin

g f

rom

Un

it B

5 fo

r re

visi

on

p

urp

ose

s. It

is d

esig

ned

to

be

com

ple

ted

by

lear

ner

s in

div

idu

ally

(e.

g.

via

a V

LE).

pp

328–

356

Ove

rvie

w o

f re

sou

rces

co

nti

nu

ed



Sche

me

of w

ork

Sess

ion

Lear

nin

g o

utc

om

esR

eso

urc

esLi

nk

to K

ey

Skill

sLi

nk

to F

un

ctio

nal

Ski

lls

1

Intr

od

uct

ion

to

th

e re

qu

irem

ents

of

Un

it B

5. In

tro

du

ctio

n t

o

eyeb

row

sh

apin

g. L

earn

ers

iden

tify

dif

fere

nt

face

sh

apes

an

d

cho

ose

eye

bro

w s

hap

es f

or

dif

fere

nt

clie

nts

. Th

ey id

enti

fy t

he

corr

ect

pro

ced

ure

fo

r an

eye

bro

w s

hap

ing

tre

atm

ent.

Lea

rner

s id

enti

fy t

he

hea

lth

an

d s

afet

y re

qu

irem

ents

fo

r ey

e tr

eatm

ents

.

•

To b

e ab

le t

o r

eco

gn

ise

dif

fere

nt

face

sh

apes

•

To b

e ab

le t

o s

ug

ges

t su

itab

le e

yeb

row

sh

apes

fo

r d

iffe

ren

t fa

ce a

nd

eye

sh

apes

•

To b

e ab

le t

o t

ake

mea

sure

men

ts f

or

eyeb

row

sh

apin

g

•

To k

no

w t

he

pro

ced

ure

fo

r ca

rryi

ng

ou

t ey

ebro

w s

hap

ing

tr

eatm

ents

•

To u

nd

erst

and

th

e h

ealt

h a

nd

saf

ety

req

uir

emen

ts f

or

giv

ing

eye

tre

atm

ents

•

To s

tart

to

dev

elo

p t

hei

r p

ract

ical

ski

lls in

giv

ing

an

ey

ebro

w s

hap

ing

tre

atm

ent

B5:

PP1:

Hea

lth

an

d

safe

ty

B5:

PP2:

Mea

suri

ng

th

e ey

ebro

ws

– st

ep-b

y-st

ep g

uid

e

B5.

PP3:

Eye

bro

w

shap

ing

– s

tep

-by-

step

g

uid

e

B5.

F1: F

ace

shap

es

B5.

A1:

Fac

e an

d

eyeb

row

sh

apes

B5.

A9:

Eye

bro

w

shap

ing

B5.

A7:

Hea

lth

an

d

safe

ty

Ao

N:

N1.

2b

Co

mm

s:

C1.

2, C

1.3

Mat

hs:

Inte

rpre

tin

g: E

ntr

y le

vel 2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

Wri

tin

g: E

ntr

y le

vel 2

2

Lear

ner

s id

enti

fy a

nd

sta

te t

he

con

tra-

ind

icat

ion

s to

eye

tr

eatm

ents

. In

tro

du

ctio

n t

o t

inti

ng

tre

atm

ents

. Lea

rner

s id

enti

fy t

he

pro

du

cts

and

eq

uip

men

t u

sed

fo

r ti

nti

ng

tr

eatm

ents

.

•

To b

e ab

le t

o r

eco

gn

ise

the

con

tra-

ind

icat

ion

s to

eye

tr

eatm

ents

•

To k

no

w w

hic

h c

on

tra-

ind

icat

ion

s p

reve

nt

and

wh

ich

re

stri

ct t

reat

men

t, a

nd

wh

ich

req

uir

e a

GP

refe

rral

•

To k

no

w t

he

equ

ipm

ent

and

pro

du

cts

use

d in

tin

tin

g a

nd

w

hat

eac

h is

use

d f

or

•

To k

no

w h

ow

to

car

ry o

ut

a p

atch

tes

t

B5.

PP4:

Pat

ch t

est

– st

ep-b

y-st

ep g

uid

e

B5.

A8:

Co

ntr

a-in

dic

atio

ns

B5.

A5:

Pro

du

cts

and

eq

uip

men

t fo

r ti

nti

ng

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: U

p t

o E

ntr

y le

vel 3

Co

nti

nu

ed o

verl

eaf



Sess

ion

Lear

nin

g o

utc

om

esR

eso

urc

esLi

nk

to K

ey

Skill

sLi

nk

to F

un

ctio

nal

Ski

lls

3

Lear

ner

s id

enti

fy t

he

corr

ect

pro

ced

ure

fo

r a

tin

tin

g

trea

tmen

t.

•

To u

nd

erst

and

th

e co

rrec

t p

roce

du

re f

or

carr

yin

g o

ut

an

eyel

ash

an

d e

yeb

row

tin

tin

g t

reat

men

t

•

To k

no

w t

he

tim

ing

s o

f d

iffe

ren

t ti

nti

ng

tre

atm

ents

•

To s

tart

to

dev

elo

p t

hei

r p

ract

ical

ski

lls in

giv

ing

an

eye

lash

an

d/o

r ey

ebro

w t

inti

ng

tre

atm

ent

B5.

PP5:

Eye

lash

an

d

eyeb

row

tin

t –

step

-b

y-st

ep g

uid

e

B5:

F3: S

tag

es o

f ti

nti

ng

B5.

A4:

Sta

ges

of

tin

tin

g

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel

3

4

Lear

ner

s an

alys

e an

d id

enti

fy t

he

colo

ur

tin

t re

qu

ired

fo

r th

eir

clie

nts

’ nee

ds.

Lea

rner

s re

sear

ch t

he

nec

essa

ry a

fter

care

ad

vice

fo

r ey

e tr

eatm

ents

.

•

To b

e ab

le t

o g

ive

app

rop

riat

e af

terc

are

advi

ce f

or

the

dif

fere

nt

eye

trea

tmen

ts

•

To k

no

w a

bo

ut

the

po

ssib

le c

on

tra-

acti

on

s to

eye

tr

eatm

ents

•

To k

no

w h

ow

to

car

ry o

ut

an e

ye ir

rig

atio

n

•

To k

no

w t

he

qu

anti

ties

of

tin

t re

qu

ired

to

ach

ieve

d

iffe

ren

t co

lou

rs

•

To k

no

w t

he

corr

ect

ord

er f

or

carr

yin

g o

ut

tin

tin

g a

nd

sh

apin

g t

reat

men

ts

•

To c

on

tin

ue

to d

evel

op

th

eir

pra

ctic

al s

kills

in g

ivin

g a

n

eyel

ash

an

d/o

r ey

ebro

w t

inti

ng

tre

atm

ent

B5.

F4: A

fter

care

fo

r ey

e tr

eatm

ents

B5.

F5: P

oss

ible

co

ntr

a-ac

tio

ns

to e

ye

trea

tmen

ts

B5.

A10

: Mix

ing

co

lou

rs

B5.

A6:

Aft

erca

re

advi

ce f

or

eye

trea

tmen

ts

Co

mm

s:

C1.

3

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

Wri

tin

g: u

p t

o L

evel

1

Sch

eme

of

wo

rk c

on

tin

ued

Co

nti

nu

ed o

verl

eaf



Sess

ion

Lear

nin

g o

utc

om

esR

eso

urc

esLi

nk

to K

ey

Skill

sLi

nk

to F

un

ctio

nal

Ski

lls

5

Intr

od

uct

ion

to

th

e ap

plic

atio

n o

f ar

tifi

cial

eye

lash

es. L

earn

ers

iden

tify

ap

pro

pri

ate

eyel

ash

es f

or

dif

fere

nt

eye

shap

es a

nd

o

ccas

ion

s. T

hey

iden

tify

th

e co

rrec

t w

ay t

o lo

ok

afte

r d

iffe

ren

t ty

pes

of

arti

fi ci

al la

shes

. Lea

rner

s re

view

th

e th

eory

of

this

u

nit

by

com

ple

tin

g t

he

inte

ract

ive

qu

iz.

•

To k

no

w t

he

app

licat

ion

pro

cess

fo

r b

oth

ind

ivid

ual

an

d

stri

p la

shes

•

To k

no

w h

ow

to

ch

oo

se a

pp

rop

riat

e ey

elas

hes

fo

r d

iffe

ren

t cl

ien

ts’ a

ge,

eye

sh

ape

and

occ

asio

n

•

To k

no

w w

hen

to

rec

om

men

d in

div

idu

al e

yela

shes

an

d

wh

en t

o r

eco

mm

end

str

ip la

shes

•

To k

no

w h

ow

to

mai

nta

in a

nd

car

e fo

r st

rip

lash

es

•

To s

tart

to

dev

elo

p t

hei

r p

ract

ical

ski

lls in

ap

ply

ing

art

ifi c

ial

eyel

ash

es

•

To c

on

solid

ate

kno

wle

dg

e an

d u

nd

erst

and

ing

of

the

un

it

•

To id

enti

fy a

ny

gap

s in

ess

enti

al k

no

wle

dg

e

B5.

PP6:

Ap

ply

ing

in

div

idu

al e

yela

shes

–

step

-by-

step

gu

ide

B5.

PP7:

Ap

plic

atio

n o

f st

rip

lash

es –

ste

p-b

y-st

ep g

uid

e

B5.

F2: C

ho

osi

ng

ar

tifi

cial

eye

lash

es

B5.

A2:

Ch

oo

sin

g

arti

fi ci

al e

yela

shes

B5.

A3:

Mai

nte

nan

ce

and

car

e o

f st

rip

lash

es

Un

it B

5 In

tera

ctiv

e kn

ow

led

ge

chec

k

Co

mm

s:

C1.

2

Eng

lish

:

Rea

din

g: E

ntr

y le

vel 3

Wri

tin

g: E

ntr

y le

vel 2

No

tes:

•

1 se

ssio

n =

2–3

ho

urs

•

Idea

lly t

he

sess

ion

s sh

ou

ld b

e p

art

theo

ry a

nd

par

t p

ract

ical

. Ho

wev

er, t

he

sch

eme

of

wo

rk c

an b

e ad

apte

d t

o s

uit

th

e ce

ntr

e’s

styl

e o

f d

eliv

ery.

•

All

acti

viti

es a

re f

orm

ativ

e as

sess

men

ts a

nd

will

hel

p le

arn

ers

wh

en w

ork

ing

to

war

ds

thei

r su

mm

ativ

e as

sess

men

ts.

•

In e

very

ses

sio

n le

arn

ers

sho

uld

be

giv

en o

pp

ort

un

itie

s to

dev

elo

p t

hei

r p

ract

ical

ski

lls in

giv

ing

eye

tre

atm

ents

by

ob

serv

ing

dem

on

stra

tio

ns

and

pra

ctis

ing

on

th

eir

pee

rs.

Sch

eme

of

wo

rk c

on

tin

ued



B5.A1 Activity sheet 1

Face and eyebrow shapes1. Working in pairs, identify and draw your partner’s face shape in the space below.

2. Draw the most suitable eyebrow shape for your partner’s face. Include the key measurements – the starting and fi nishing points for the brows, and the highest point of the arch.

3. Underneath your drawing, describe the shape you have chosen and why.

Functional Skills

Functional Maths: InterpretingUse a standard, recognised two-dimensional shape for your partner’s face shape and label it with the name of the shape.




Choosing artifi cial eyelashesFor each of the images below, draw on the artifi cial eyelashes to suit the eye shape and occasion described. State whether individual lashes or strip lashes are required.

1.

Small eyes – for an evening occasion

2.

Prominent eyes – for a wedding

3.

Round eyes – for a 1960s fancy dress party

4.

Deep-set eyes – for a natural look

Continued overleaf



7.

Close-set eyes, to make the eyes look further apart

8.

Wide-set eyes – to make the eyes appear closer together

Functional Skills

If task completed electronically:

Functional ICT: Developing, presenting and communicating informationSave any dra� attempts you make as you develop the look that is appropriate.

5.

Oriental eyes – to make the eyes look bigger

6.

Almond-shaped eyes – for a 1990s disco rave

B5.A2 continued




Maintenance and care of strip lashesFill in the gaps in the passage below to show that you understand how to maintain and care for strip lashes. Choose a word from the box for each gap.

remove

container

adhesive

rubbing

cleaner

pencil

water

tepid

straight

gently

shape

sleeping

Strip lashes should always be removed at the end of the day – in them will distort

their . Their shape will also be distorted by the eyes, as this will loosen

the .

To the lashes, support the side of the eye and pull the lashes from the

outer corner to the inner eye.

Clean strip lashes in the following way:

• Human hair – clean with the manufacturer’s recommended or 70 per cent alcohol.

• Synthetic lashes – place in warm, soapy for a few minutes. Rinse in

water.

• Re-curling lashes – a� er cleaning, lashes should be rolled and secured around a barrel-shaped

object, such as a . Keep the base of the lash so the whole lash length

curls around the object. Once recurled, store in the original for further use.

Functional Skills

Functional English: ReadingMake sure you read the passage carefully so you are sure about what it means.

Functional English: WritingTake care to copy the spellings of the words correctly.



B5.A3 Activity sheet 3 – solution

Maintenance and care of strip lashesFill in the gaps in the passage below to show that you understand how to maintain and care for strip lashes. Choose a word from the box for each gap.

remove

container

adhesive

rubbing

cleaner

pencil

water

tepid

straight

gently

shape

sleeping

Strip lashes should always be removed at the end of the day – sleeping in them will distort their shape.

Their shape will also be distorted by rubbing the eyes, as this will loosen the adhesive.

To remove the lashes, support the side of the eye and gently pull the lashes from the outer corner to

the inner eye.

Clean strip lashes in the following way:

• Human hair – clean with the manufacturer’s recommended cleaner or 70 per cent alcohol.

• Synthetic lashes – place in warm, soapy water for a few minutes. Rinse in tepid water.

• Re-curling lashes – a� er cleaning, lashes should be rolled and secured around a barrel-shaped

object, such as a pencil. Keep the base of the lash straight so the whole lash length curls around

the object. Once recurled, store in the original container for further use.




Stages of tinting

Tinting eyelashes1. Number the jumbled sentences below from 1–10 to show the correct sequence for tinting eyelashes.

Use a tipped orange stick or cotton bud to apply barrier cream. Place eye shields under the eyes.

Remove the tint a� er the required processing time (generally 5–10 minutes).

If the client complains of discomfort or their eyes water, remove the tint immediately and irrigate the eye.

Ensure all your equipment is hygienic and close to hand.

Mix the tint (5 mm length with 2–3 drops of hydrogen peroxide) and apply. Never pre-mix the tint. Note the processing time and colours used on the client’s record card.

Show the client the results. Give a� ercare advice.

Record the details of the treatment on the client’s record card.

Carry out a consultation. Ensure a patch test has already been carried out. Check for contra-indications.

Ask the client to remove their contact lenses if they are wearing any.

Position the client correctly and cleanse the eye area with a non-oily product.

Tinting eyebrows2. Now fi nd out the procedure for eyebrow tinting and write your own step-by-step guide.

Remember, if eyebrow shaping is to be carried out, always tint fi rst and shape a� er.

Functional Skills

Functional English: ReadingCheck the meaning of any words you do not understand before putting the statements in order.




Stages of tinting

Tinting eyelashes1. Number the jumbled sentences below from 1–10 to show the correct sequence for tinting eyelashes.

5 Use a tipped orange stick or cotton bud to apply barrier cream. Place eye shields under the eyes.

8 Remove the tint a� er the required processing time (generally 5–10 minutes).

7 If the client complains of discomfort or their eyes water, remove the tint immediately and irrigate the

eye.

1 Ensure all your equipment is hygienic and close to hand.

6 Mix the tint (5 mm length with 2–3 drops of hydrogen peroxide) and apply. Never pre-mix the tint.

Note the processing time and colours used on the client’s record card.

9 Show the client the results. Give a� ercare advice.

10 Record the details of the treatment on the client’s record card.

2 Carry out a consultation. Ensure a patch test has already been carried out. Check for contra-

indications.

3 Ask the client to remove their contact lenses if they are wearing any.

4 Position the client correctly and cleanse the eye area with a non-oily product.

Tinting eyebrows2. Now fi nd out the procedure for eyebrow tinting and write your own step-by-step guide.

Remember, if eyebrow shaping is to be carried out, always tint fi rst and shape a� er.




Products and equipment for tintingFind the products and equipment needed for tinting in the word search grid. Check that you know what each of the items is used for and write this next to each word.

L R R B U C O K D R R L E R Y T B

E W E E K H O A R O S I L E D Y R

Y N O T C H N U A W A R P T M O C

E O U B I N S L C L R T T A I E O

M H E I T L E U D H U O E W I N T

A E I E S N C R R H R R E N R Y T

K A I O E C I E O B C O E A I A O

E D B R G R L T C R T D L E W D N

U B C T N R A A E R R N O L C I W

P A D H A A C I R T E I I C D D O

R N T T R B R T T B U E M T R R O

E D I X O R E P N E G O R D Y H L

M A S S A G E M E D I U M H N H R

O O W B S D L E I H S E Y E E A N

V A N R S M A L L T O W E L O R H

E E W L H R C D C U R C B E N O H

R S L Y M C D T A L R R R L A Y U

Hydrogen peroxide __________________________________________________________________

Eye make-up remover ________________________________________________________________

Barrier cream ______________________________________________________________________

Tint _____________________________________________________________________________

Eye shields ________________________________________________________________________

Continued overleaf



Cotton wool _______________________________________________________________________

Client record card ___________________________________________________________________

Hand mirror _______________________________________________________________________

Clean water _______________________________________________________________________

Tint brush _________________________________________________________________________

Orange stick _______________________________________________________________________

Bin ______________________________________________________________________________

Tint bowl _________________________________________________________________________

Couch roll ________________________________________________________________________

Small towel _______________________________________________________________________

Head band ________________________________________________________________________

Massage medium ___________________________________________________________________

Functional Skills

Functional English: Reading Make sure you have all the correct letters in the right order in the word search. Remember that sometimes a letter is missing to trick you!

B5.A5 continued




Products and equipment for tintingFind the products and equipment needed for tinting in the wordsearch grid. Check that you know what each of the items is used for.

L R R B U C O K D R R L E R Y T B

E W E E K H O A R O S I L E D Y R

Y N O T C H N U A W A R P T M O C

E O U B I N S L C L R T T A I E O

M H E I T L E U D H U O E W I N T

A E I E S N C R R H R R E N R Y T

K A I O E C I E O B C O E A I A O

E D B R G R L T C R T D L E W D N

U B C T N R A A E R R N O L C I W

P A D H A A C I R T E I I C D D O

R N T T R B R T T B U E M T R R O

E D I X O R E P N E G O R D Y H L

M A S S A G E M E D I U M H N H R

O O W B S D L E I H S E Y E E A N

V A N R S M A L L T O W E L O R H

E E W L H R C D C U R C B E N O H

R S L Y M C D T A L R R R L A Y U

Hydrogen peroxide – a product used to mix with the tint, to help with the oxidisation process

Eye make-up remover – used to remove make-up

Barrier cream – used to protect the client’s skin from staining during the tinting process

Tint – used to add colour to the hairs of the eyelashes and eyebrows

Eye shields – used to protect the skin from staining

Continued overleaf



Cotton wool – used for the removal of products

Client record card – used to record details of the client’s treatment and patch test

Hand mirror – used to show your client the end results of the treatment

Clean water – must be available in case irrigation is required

Tint brush – used to apply the tint

Orange stick – used to mix the tint and to apply barrier cream

Bin – used to dispose of waste

Tint bowl – used to mix the tint

Couch roll – used to protect the couch

Small towel – used to protect the client’s clothing

Headband – used to remove the client’s hair from their face

Massage medium – used to give a complementary hand and arm massage during the developing time of

the tint

B5.A5 continued




A� ercare advice for eye treatmentsResearch the required a� ercare needed for all eye treatments and record your fi ndings in the space below.

Eyebrow shapingRecommended products:

Time between treatments:

Maintenance and care of treatment:

Do:

Don’t:

Eyebrow and eyelash tintingRecommended products:



Do:

Don’t:

Continued overleaf



Applying artifi cial eyelashesRecommended products:



Do:

Don’t:

Functional Skills

Functional English: WritingCheck the spellings of any technical words you use and be sure your statements make sense.

B5.A6 continued




Health and safety for eye treatmentsComplete the mind map below of the health and safety requirements for all eye treatments.

Health and safetyfor eye treatments

Functional Skills

Functional English: WritingCheck carefully the spelling of the words and phrases that you use.




Health and safety for eye treatmentsComplete the mind map below of the health and safety requirements for all eye treatments.

Health and safetyfor eye treatments

Patch test

Thorough consultation (with check for

contra-indications)

Use of the clinical waste bin

Parent/guardian permission if client

under 16 years

Therapist to wear gloves

Sterilising tools and equipment

Protection for clothing




Contra-indications1. Match each contra-indication to the correct description. Write the contra-indications in the fi rst column of the

table below.

2. State which of these conditions prevent a treatment (and require a GP referral) and which restrict a treatment.

Eczema

Ringworm

Conjunctivitis

Milia

Common cold

Stye

Bruise or swelling

Blepharitis

Contra-indication Description Prevents or restricts?

This is an easily recognised viral condition. It is identifi ed by runny or blocked nose, watery eyes, dry or red skin around the nose, sneezing and headache. It is easily spread.

This bacterial condition is identifi ed by the eyelids being red, sore and itchy. The condition can be irritated further by a virus or allergy.

This bacterial condition is identifi ed by a small boil at the base of the eyelash follicle. It is raised, sore and red, and there may be considerable swelling in the area.

This infection of the eyelid causes infl ammation to the eye. The eye will look red and sore.

This fungal condition can be recognised by the red pimples that appear and then form a circle, with clear skin in the middle.

This is easily recognised as discoloured skin in various shades, sometimes with swelling. The area can be painful to touch.

This condition is identifi ed by very dry skin, which is often scaly and fl aky. The affected area can also be red and is often very itchy. The skin is sometimes open or weeping.

This condition is identifi ed by small, white pearls under the skin, often around the eyes or on the side of the cheek. This condition is caused by a build-up of sebum.

Functional Skills

Functional English: ReadingLook up any words you don’t know so you are clear about the meaning of each defi nition.




Contra-indications1. Match each contra-indication to the correct description. Write the contra-indications in the fi rst column of the

table below.

2. State which of these conditions prevent a treatment (and require a GP referral) and which restrict a treatment.

Eczema

Ringworm

Conjunctivitis

Milia

Common cold

Stye

Bruise or swelling

Blepharitis

Contra-indication Description Prevents or restricts?

Common cold This is an easily recognised viral condition. It is identifi ed by runny or blocked nose, watery eyes, dry or red skin around the nose, sneezing and headache. It is easily spread.

Prevents

Conjunctivitis This bacterial condition is identifi ed by the eyelids being red, sore and itchy. The condition can be irritated further by a virus or allergy.

Prevents

Stye This bacterial condition is identifi ed by a small boil at the base of the eyelash follicle. It is raised, sore and red, and there may be considerable swelling in the area.

Prevents

Blepharitis This infection of the eyelid causes infl ammation to the eye. The eye will look red and sore.

Prevents

Ringworm This fungal condition can be recognised by the red pimples that appear and then form a circle, with clear skin in the middle.

Prevents – GP referral

Bruising This is easily recognised as discoloured skin in various shades, sometimes with swelling. The area can be painful to touch.

Restricts

Eczema This condition is identifi ed by very dry skin, which is often scaly and fl aky. The affected area can also be red and is often very itchy. The skin is sometimes open or weeping.

Restricts (Prevents if severe)

Milia This condition is identifi ed by small, white pearls under the skin, often around the eyes or on the side of the cheek. This condition is caused by a build-up of sebum.

Restricts




Eyebrow shapingCut out the stages of eyebrow shaping and put them into the correct order next to the numbers 1–10.

1 Periodically soothe the client’s eyebrows with antiseptic, to help remove any stray hairs.

2 Open the pores by placing warm, damp cotton wool pads over the area. This makes it easier to remove hairs.

3 Pluck out the hairs in the direction of growth. Remove hairs between the eyes, hairs below the natural brow shape and any odd hairs above the brow.

4 Consult the client as you work, allowing her to see what you are doing in a hand mirror.

5 Cleanse the eyebrow area. Wipe with a sanitising solution.

6 Place dampened cotton wool soaked in witch-hazel over the area you have worked on to soothe, cool and remove excess erythema.

7 Inspect the treatment area. Measure the eyebrow shape and consult the client. You can use a magnifying lamp for maximum visibility.

8 Give aftercare advice and book the client’s next appointment.

9 Brush the brows into shape before you begin.

10 Place the removed hairs on a tissue placed at the side of the client or held wrapped around your fi ngers.

Functional Skills

Functional English: ReadingLook up any words you don’t know so you are clear about the meaning of what you need to do at each stage of the process.




Eyebrow shapingCut out the stages of eyebrow shaping and put them into the correct order next to the numbers 1–10.

1 Cleanse the eyebrow area. Wipe with a sanitising solution.

2 Inspect the treatment area. Measure the eyebrow shape and consult the client. You can use a magnifying lamp for maximum visibility.

3 Brush the brows into shape before you begin.

4 Open the pores by placing warm, damp cotton wool pads over the area. This makes it easier to remove hairs.

5 Pluck out the hairs in the direction of growth. Remove hairs between the eyes, hairs below the natural brow shape and any odd hairs above the brow.

6 Consult the client as you work, allowing her to see what you are doing in a hand mirror.

7 Place the removed hairs on a tissue placed at the side of the client or held wrapped around your fi ngers.

8 Periodically soothe the client’s eyebrows with antiseptic, to help remove any stray hairs.

9 Place dampened cotton wool soaked in witch-hazel over the area you have worked on to soothe, cool and remove excess erythema.

10 Give aftercare advice and book the client’s next appointment.




Mixing coloursRead the three case studies of clients who are booking in for eyelash and eyebrow tinting treatments. The colours to be used are Blue/Black, Brown, Black and Grey, but these should not always be used on their own. Remember that each brand is diff erent and you should always follow manufacturer’s instructions before use. Answer the questions below each case study.

Client 1

This client has fair hair and is in her mid thirties. She would like her eyebrows to look natural, but wants her eyelashes to look like she is wearing mascara.

Which colours and quantities would you use for this client?

Eyebrows:

Eyelashes:

Client 2

This client has medium brown hair and is in his early twenties. He would like his eyebrows and lashes to look natural, and he would also like an eyebrow tidy.


Eyebrows:

Eyelashes:

Continued overleaf



Client 3

This client has red hair and is in her early forties. She would like her brows to look natural, but her lashes to look like she is wearing mascara.


Eyebrows:

Eyelashes:

Functional Skills

Functional English: ReadingCheck the meanings of any words you are unsure of. Remember to read the whole case study before deciding what is the best course of action.

Functional English: WritingWrite clearly, using accurate spelling and grammar.

Functional English: Speaking and listeningListen to the views of others in your group and add your contribution at appropriate times. Remember to let others have their say as much as you.

B5.A10 continued




Mixing coloursRead the three case studies of clients who are booking in for eyelash and eyebrow tinting treatments. The colours to be used are Blue/Black, Brown, Black and Grey, but these should not always be used on their own. Remember that each brand is diff erent and you should always follow manufacturer’s instructions before use. Answer the questions below each case study.

Client 1

This client has fair hair and is in her mid thirties. She would like her eyebrows to look natural, but wants her eyelashes to look like she is wearing mascara.


Eyebrows: 5 mm Brown + 5mm Grey tint, mixed with 4–6 drops of hydrogen peroxide

Eyelashes: 1 cm Blue/Black tint, mixed with 4–6 drops of hydrogen peroxide

Client 2

This client has medium brown hair and is in his early twenties. He would like his eyebrows and lashes to look natural, and he would also like an eyebrow tidy.


Eyebrows: 1.5 cm Brown and Grey tint, mixed with 5–7 drops of hydrogen peroxide

Eyelashes: As for eyebrows – the quantities given will be enough for both.

Client 3

This client has red hair and is in her early forties. She would like her brows to look natural, but her lashes to look like she is wearing mascara.


Eyebrows: 1 cm Brown tint, mixed with 4–6 drops of hydrogen peroxide

Eyelashes: 1 cm Blue/Black tint, mixed with 4–6 drops of hydrogen peroxide



B5.F1 Fact sheet 1

Face shapesIt is important to be able to recognise clients’ face shapes so that you can advise on the most suitable eyebrow shape for your clients. Try to learn the basic face shapes shown on this sheet, and decide which eyebrow shape is best for each face shape.

Oval face shape

Round face shape

Square face shape

Oblong face shape

Continued overleaf



Heart face shape

Diamond face shape

Pear face shape

Triangular face shape

B5.F1 continued



B5.F2 Fact sheet 2

Choosing artifi cial eyelashesThe diagram below shows the factors which will help you advise a client on which artifi cial eyelashes are most suitable for them. Think about how each of the factors will aff ect the choice and make notes underneath the diagram.

Factors to considerwhen choosing

artificial eyelashes

Further appointments

Client’s natural lashes

Client’s age

Maintenance of lashes

Time for lash application

The occasion – this can determine whether you apply individual or strip

lashes

Notes:



B5.F3 Fact sheet 3

Stages of tintingThe fl ow chart below provides a guideline for tinting eyelashes and eyebrows.

Carry out a consultation (ensure a patch test has been carried out). Check for contra-indications

Remove contact lenses, if worn

If shaping is to be carried out, always tint first and shape after

Cleanse eye area with non-oily product

Apply barrier cream and pre-formed shapes if tinting lashes

Mix tint and apply (never pre-mix the tint). Note processing time and colours used on client record card

Remove tint after the required processing time

Show client the results. Give aftercare advice

Record details on client record card



B5.F4 Fact sheet 4

A� ercare for eye treatmentsThe diagram below shows the a� ercare advice you need to give to a client a� er various eye treatments. Decide which advice you would give a� er each treatment (eyebrow shaping, eyebrow and eyelash tinting, artifi cial eyelashes). Make notes about the a� ercare advice you would give to clients underneath the diagram.

Aftercarefor eye treatments

Application of cooling solution if required

No application of make-up for 12 hours

(after an eyebrow shape)

Avoid rubbing or touching the eye area immediately after the

treatment

Individual lashes require appointments for

maintenance to replace lashes lost naturally

every 3–6 weeks

A chlorine swimming pool will cause the

effects to fade faster

Direct sunlight will cause the effects to

fade faster

The effects of a tinting treatment will last

approximately 4–6 weeks

Notes:



B5.F5 Fact sheet 5

Possible contra-actions to eye treatmentsThe diagram below shows some of the possible contra-actions to eye treatments.

Contra-actions to eye treatments

Swelling Adhesive or solvent in the eye

Watery eyes

Erythema

Eye irritation

Blood spots

If any of the above conditions occur, irrigate the eye immediately, apply a cold compress, record all details on the client’s record card and, if symptoms persist, seek medical advice.

How to irrigate the eye1. Tilt the client’s head slightly to one side.

2. Carefully trickle some tepid water into the eye until the eye is rinsed of the foreign body.

3. Hold some tissue or a small kidney dish beneath the eye to collect the excess water.

4. Apply a cold compress to soothe the eye.

It is not acceptable to use an eyebath because of the risk of cross-infection.

Level 2 Unit B5 Enhance the appearance of eyebrows and ... · Unit B5 Enhance the appearance of...

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Transcript of Level 2 Unit B5 Enhance the appearance of eyebrows and ... · Unit B5 Enhance the appearance of...