Document 6489229

Esthetician
COURSE DESCRIPTION:
This comprehensive program consists of theory and practical experience in all aspects of skin care. Licensed estheticians teach all
phases of this 600-hour course including anatomy, physiology, and skin analysis. Students will also learn facials, use of chemicals,
make-up analysis and application, as well as state licensing requirements and safety procedures. Upon successful completion, students
are eligible to take the state certification test to become a licensed esthetician. Specific hours of attendance and demonstrated practical
operations are required to complete the course.
COURSE INFORMATION:
Prerequisite: None
Dress Requirement and Grooming: Industry standard
Course Length: 600 Hours
220 Hours Classroom Theory/380 Hours Lab plus
specific Practical Operations
Curriculum Outline Revision Date:
CAREER TECHNICAL EDUCATION INDUSTRY SECTOR:
• Education, Child Development, and Family
Services
STATE AND FEDERAL DESIGNATIONS
System
California Basic Educational Data
System Code (CBEDS)
California Department of Education (CDE)
Industry Sector
Designation
5869
Diversified Occupations
H-8
US Department of Education (USDOE)
Career Cluster
Human Services
US Department of Labor Dictionary of
Occupational Titles (DOT)
39-5094.00
Skin Care Specialists
1.
Page 1
INFORMATION ABOUT COMPETENCY-BASED COURSES
A course description states the scope and content of a course.
Competency is a skill attainment.
Competency is the minimum level of skill a student has to demonstrate to achieve success.
Competency-based instruction measures student success by demonstration of competency and program seat time.
Competency-based instruction targets academic and career technical education to better prepare the individual for transition to either
employment and/or higher education.
CALIFORNIA CTE FOUNDATION STANDARDS
The Foundation Standards include general competencies that all students need to master to be successful in the workplace in addition to the
competencies listed in the curriculum specific to the occupational area. The Foundation Standards are similar to the competencies identified in the
U.S. Department of Labor, Secretary’s Commission on Achieving Necessary Skills (SCANS) Report. Subcomponents (not listed here) provide
further detail about each Foundation Standard. The complete document California Career Technical Education Model Curriculum Standards,
Grades Seven Through Twelve, is available at www.cde.gov.
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
Academics
Students understand the academic content required for entry into postsecondary education and employment in the Education, Child
Development, and Family Services sector.
Communications
Students understand the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.
Career Planning and Management
Students understand how to make effective decisions, use career information, and manage personal career plans.
Technology
Students know how to use contemporary and emerging technological resources in diverse and changing personal, community, and
workplace environments.
Problem Solving and Critical Thinking
Students understand how to create alternative solutions by using critical and creative thinking skills, such as logical reasoning, analytical
thinking, and problem-solving techniques.
Health and Safety
Students understand health and safety policies, procedures, regulations, and practices, including the use of equipment and handling of
hazardous materials.
Responsibility and Flexibility
Students know the behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community
settings.
Ethics and Legal Responsibilities
Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms.
Page 2
9.0
Leadership and Teamwork
Students understand effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of
workforce diversity, and conflict resolution.
10.0 Technical Knowledge and Skills
Students understand the essential knowledge and skills common to all pathways in the Education, Child Development, and Family Services
sector.
11.0 Demonstration and Application
Students demonstrate and apply the concepts contained in the foundation and pathway standards.
STUDENT LEARNING GOALS
In order to function as productive, involved members of society, San Bernardino County ROP students will:
1. Demonstrate personal skills that promote success and
growth in the workplace
a. Know the policies, procedures, and regulations regarding
health and safety
b. Understand the importance of responsibility and
accountability
c. Understand the role of ethical behavior
d. Understand how to work as a member of a team as well as
independently
2. Demonstrate career planning that leads to postsecondary
education and/or employment
a. Know the specific requirements in a career pathway for
postsecondary education, certification, and/or licensure
b. Apply effective strategies for self-promotion in the hiring
process
4. Demonstrate problem solving and critical thinking skills
a. Use critical thinking skills to make informed decisions and
solve problems
b. Apply appropriate problem solving strategies and critical
thinking skills to work-related issues and tasks
5. Demonstrate the use of appropriate technology used in the
21st Century
a. Identify, analyze and integrate past, present and future
technological resources for application in personal, workplace
and community environments
b. Utilize technological skills to enhance personal and career
development
3. Demonstrate appropriate application of academic skills
and concepts necessary for entry into postsecondary
education and/or employment
a. Apply the principles of effective oral, written, and
multimedia communication in a variety of formats and
contexts
b. Perform mathematical computations required for industryspecific applications
Page 3
MAJOR INSTRUCTIONAL UNITS
Classroom
Hours
I. Orientation
Unit Objective: Discuss the objectives for the
course, including student and teacher expectations,
policies, and career opportunities.
Unit Competencies:
A. Review course syllabus, objectives,
competencies, and the State Board Rules and
Regulations.
B. Explain applicable classroom management
procedures, classroom rules, attendance,
appropriate dress, and any operational
guidelines.
C. Explain enrollment and attendance
requirements and procedures.
D. Review the course hours and discuss the
attitude, time, and financial commitment
required for completion.
E. Demonstrate knowledge of course
requirements and grading policies.
F. Review classroom safety and emergency
procedures.
G. Discuss the career opportunities and licensing
requirements.
H. Discuss ROP Student Learning Goals (SLGs)
and their relationship to the course and
employability.
2
II. Professionalism and Ethics
Unit Objective: Describe and demonstrate
professionalism in relationships with clients,
employers, and co-workers.
Unit Competencies:
A. Maintain a professional appearance
5
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Lab Hours
CA Academic Content
Standards
HSEE
Activity/Assessment
Distribute the course syllabus
and the class rules. Read and
discuss with students.
Follow with a Q&A session to
check for understanding.
LA grades 9/10
Writing 2.0

Write an essay comparing ethical
and unethical business practices
related to marketing skin care
products.
Writing rubric.
Class discussion.
Page 4
MAJOR INSTRUCTIONAL UNITS
B.
C.
D.
E.
F.
G.
H.
I.
J.
Classroom
Hours
Lab Hours
CA Academic Content
Standards
HSEE
appropriate to the occupation.
Discuss the importance of maintaining a
professional demeanor with clients, employers,
and co-workers.
Discuss the role of business and personal
ethics in the decision-making process.
Practice business and social etiquette skills,
including personal integrity and maintaining
confidentiality.
Discuss the importance of diversity awareness
and sensitivity in the workplace.
Demonstrate positive teamwork skills by
contributing to a group effort.
Demonstrate flexibility, adaptability, and the
receptiveness to change.
Identify different personality types and
strategies for working effectively with each
type.
Demonstrate the use of time management
skills.
Define sexual harassment in the workplace and
identify the employee’s role and responsibility.
III. Communication
Unit Objective: Use appropriate verbal, written, and
listening skills in the classroom and worksite.
Unit Competencies:
A. Demonstrate positive verbal communication
skills using appropriate vocabulary, demeanor,
and vocal tone in the classroom and worksite.
B. Practice professional verbal skills for resolving
a conflict.
C. Demonstrate active listening skills including
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Activity/Assessment
Teacher review.
5
LA grades 9/10
Reading 2.0, 3.0
Writing 1.0, 2.3
Listening and Speaking 1.0

Read an article related to new
technology or procedure for skin
or hair care from an industry
magazine or newsletter or other
technical publication.
Summarize the article and
present the key concepts to the
class.
Class participation.
Teacher evaluation.
Page 5
MAJOR INSTRUCTIONAL UNITS
D.
E.
F.
G.
Classroom
Hours
Lab Hours
CA Academic Content
Standards
HSEE
techniques for checking for understanding, and
for obtaining clarification of directions.
Listen for and process information and
directions.
Read and interpret written information and
directions.
Practice positive body language skills.
Practice various forms of written
communication appropriate to the occupation.
IV. The Barbering and Cosmetology Act and the
Board’s Rules and Regulations
Unit Objective: Describe the course requirements
for preparation for the California state examination,
including requirements of the Barbering and
Cosmetology Act and the Board’s Rules and
Regulations.
Unit Competencies:
A. Identify career opportunities as an esthetician.
B. Cite licensure requirements and procedures.
C. Explain the role of the Board.
D. Describe course requirements for preparation
of the California state examination.
E. Explain “applied effort” in fulfilling 600 hours
of training as required by the State Board
through self-study, classroom, and or patron
practice.
F. Review the Barbering and Cosmetology Act
and the Board’s Rules and Regulations.
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Activity/Assessment
Conduct a client consultation for
services, and complete a client
card for each customer.
Participate in role-plays
demonstrating the appropriate
response to client concerns or
complaints. Incorporate conflict
resolution strategies. Identify
appropriate behavior by roleplaying using examples of both
negative and positive behavior.
Teacher evaluation.
10
LA grades 9/10
Reading 2.0
Listening and Speaking 1.0

Summarize the reading by
generating relevant questions.
Teacher review.
Class discussion.
Page 6
MAJOR INSTRUCTIONAL UNITS
Classroom
Hours
Lab Hours
CA Academic Content
Standards
V. Chemistry
Unit Objective: Identify the chemical
compositions and the purpose of skin care
preparations.
Unit Competencies:
A. Identify chemical compositions and the
purpose of skin care preparations.
B. Identify elementary chemical makeup.
C. Describe the chemical process during a skin
peel.
D. Identify and describe physical and chemical
changes of matter.
10
LA grades 9/10
Reading 2.0
Listening and Speaking 1.0
VI. Health and Safety/Hazardous Substances
Unit Objective: Describe and demonstrate safety
practices and procedures related to protecting the
health and safety of the consumer and the
technician.
Unit Competencies:
A. Follow health and safety precautions in using
chemicals and within the workplace, including
the use of protective equipment and
appropriate dress.
B. Demonstrate proper procedures for universal
precautions (communicable diseases, including
HIV/AIDS and Hepatitus B).
C. Recognize good housekeeping as a safety
issue, including the maintenance of equipment
and using correct procedures for disposal of
waste materials.
D. Identify safety hazards commonly found in the
workplace environment.
E. Describe the procedures for reporting a work-
20
LA grades 9/10
Written and Oral Language
Conventions 1.0
Writing Strategies 2.0
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
HSEE


Activity/Assessment
Summarize the reading by
generating relevant questions.
Teacher review.
Class discussion.
Write a one-page essay that
describes the process for
following the universal
precautions for preventing
infectious diseases from bloodborne and air-borne pathogens.
Writing rubric.
Class discussion.
Teacher review.
Page 7
MAJOR INSTRUCTIONAL UNITS
F.
G.
H.
I.
J.
K.
L.
Classroom
Hours
Lab Hours
CA Academic Content
Standards
HSEE
Activity/Assessment
related injury.
Discuss ways to report a potential safety
hazard to a supervisor.
Explain the importance of CAL-OSHA and
health and safety laws.
Define and discuss ergonomics in relation to
the working environment.
Demonstrate the proper use of equipment to
avoid potential hazards.
Explain the function of material safety data
sheets.
Describe procedures for protecting the health
and safety of the consumer and the technician
in relation to airborne disease control,
precautions, and disorders of the skin and
scalp.
Identify hazardous substances/chemicals and
procedures for preventing chemical injuries.
VII. Electricity
Unit Objective: Demonstrate safe operation of
electrical devices and equipment.
Unit Competencies:
A. Describe the nature of electrical current.
B. Review the principles of operating electrical
devices.
C. Explain safety precautions for use of electrical
equipment.
D. Demonstrate safe operation of electrical
devices.
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
10
LA grades 9/10
Reading 2.0
Listening and Speaking 1.0

Summarize the reading by
generating relevant questions.
Teacher review.
Class discussion.
Page 8
MAJOR INSTRUCTIONAL UNITS
Classroom
Hours
VIII. Disinfection and Sanitation
Unit Objective: Describe and demonstrate
universal sanitation and decontamination
techniques for disinfecting instruments and
equipments.
Unit Competencies:
A. Review Article 12, Health and Safety of the
Board’s Rules and Regulations.
B. Review procedures to protect the health and
safety of the consumer and technician.
C. Explain the difference between sanitation,
disinfection, and sterilization.
D. Demonstrate safe handling and use of
disinfectant products.
E. Explain and demonstrate each step for
disinfecting non-electrical instruments and
equipment (Article 12, section 979).
F. Explain and demonstrate each step for
disinfecting electrical instruments (Article 12,
section 980).
G. Thoroughly and accurately perform steps to
disinfect all instruments and equipment before
each use.
10
IX. Bacteriology, Anatomy, and Physiology
Unit Objective: Identify anatomical areas affected
by the practices of an esthetician.
Unit Competencies:
A. List the various types and classifications of
bacteria.
B. Describe how bacteria grow and reproduce.
C. Describe the relationship of bacteria to the
spread of disease.
15
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Lab Hours
10
CA Academic Content
Standards
HSEE
Activity/Assessment
LA grades 9/10
Written and Oral Language
Conventions 1.0
Writing Strategies 2.0

Write an essay discussing the
process for disinfecting electrical
instruments.
Writing rubric.
Teacher review.
Practical Operations:
Complete a minimum of 10
demonstrations, performing all
necessary functions for
disinfecting and sanitizing
instruments and equipment.
Complete a written test and
timed mock board practical test.
Teacher evaluation.
LA grades 9/10
Written and Oral Language
Conventions 1.0
Writing Strategies 2.0

Write a one-page essay that
describes the anatomical and
physiological characteristics of
the integumentary system.
Writing rubric.
Class discussion.
Teacher review.
Page 9
MAJOR INSTRUCTIONAL UNITS
D.
E.
F.
G.
H.
Classroom
Hours
Lab Hours
CA Academic Content
Standards
HSEE
Activity/Assessment
Review the anatomy of the face, neck, and
head.
Describe the functions of human cells.
Describe the structure and function of the
integumentary system.
Describe the process for skin analysis.
Discuss methods to determine skin conditions.
X.
Facials
Unit Objective: Demonstrate the use of manual,
electrical, and chemical procedures for facials and
skin care.
Unit Competencies:
A. Describe the beneficial effects of a facial.
B. Describe and demonstrate massage techniques,
including effluerage, petrissage,
tapotment/percussion, friction, and vibration.
C. Describe the process to determine whether
skin is dry, oily, combination or normal.
D. List the materials and equipment required for
facial treatment.
5
20
Compare and contrast manual,
electrical, and chemical facials
and write an essay describing
your findings.
Writing rubric.
Teacher evaluation.
XI. Manual Facials
Unit Objective: Describe and demonstrate the steps
for a manual facial including cleansing, scientific
manipulation, and the use of packs and masks.
Unit Competencies:
A. Practice safety in administering facials,
including draping, skin protection, placement
of supplies and use of protective equipment.
B. Describe and demonstrate the steps for a
manual facial including cleansing, scientific
manipulation, and the use of packs and masks.
20
50
Practical Operations:
Complete 40 manual facials.
Complete a written test and
timed mock board practical test.
Teacher evaluation.
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Page 10
MAJOR INSTRUCTIONAL UNITS
Classroom
Hours
Lab Hours
CA Academic Content
Standards
HSEE
Activity/Assessment
XII. Electrical Facials
Unit Objective: Describe and demonstrate proper
techniques for the use of all electrical modalities
including dermal lights and electrical apparatus for
facials and skin care purposes.
Unit Competencies:
A. Practice safety in administering facials,
including draping, skin protection, placement
of supplies and use of protective equipment.
B. Describe and demonstrate proper techniques
for the use of all electrical modalities
including dermal lights and electrical
apparatus for facials and skin care purposes.
30
80
Practical Operations:
Complete 60 facials using
electrical modalities.
Complete a written test and
timed mock board practical test.
Teacher evaluation.
XIII. Chemical Facials
Unit Objective: Demonstrate proper techniques for
chemical skin peels, packs, masks, and scrubs for
beautification purposes only.
Unit Competencies:
A. Practice safety in administering facials,
including draping, skin protection, placement
of supplies and use of protective equipment.
B. Review the anatomy of skin cells, including
the three principal layers epidermis, dermis,
and subcutaneous.
C. Demonstrate proper techniques for chemical
skin peels, packs, masks, and scrubs for
removal of only the non-living, uppermost
layers of facial skin (epidermis) and only for
beautification purposes.
D. Identify, discuss, and follow section 992 rules
for skin peeling set by the California Bureau of
Barbering and Cosmetology.
20
80
Practical Operations:
Complete 40 chemical facials.
Complete a written test and
timed mock board practical test.
Teacher evaluation.
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Page 11
MAJOR INSTRUCTIONAL UNITS
Classroom
Hours
Lab Hours
CA Academic Content
Standards
HSEE
Activity/Assessment
XIV. Eyebrow Arching and Hair Removal
Unit Objective: Demonstrate the use of wax,
electric or manual tweezers, and depilatories for
removal of superfluous hair.
Unit Competencies:
A. Describe and demonstrate procedures for using
wax for removal of superfluous hair.
B. Demonstrate procedures for using tweezers
(manual and electrical) for removal of
superfluous hair.
C. Explain and demonstrate the process for using
depilatories for superfluous hair removal.
D. Demonstrate eyebrow arching and shaping.
25
50
LA grades 9/10
Reading 2.0
Listening and Speaking 1.0

Summarize the reading by
generating relevant questions.
Teacher review.
Class discussion.
Analyze client instructions to
determine the best approach for
the end result. Complete a client
card noting the results of the
analysis.
Practical Operations:
Complete 10 hair eyebrow
arching and hair removal
procedures using manual or
electric tweezers and 40
eyebrow arching and hair
removal procedures using wax
and depilatories.
Complete a written test and
timed mock board practical test.
Teacher evaluation.
XV. Makeup
Unit Objective: Analyze skin and apply complete
and corrective makeup and false eyelashes.
Unit Competencies:
A. Describe and demonstrate the steps for skin
analysis.
B. Explain the selection of products and
demonstrate application of daytime, evening,
corrective, and special effects make-up.
C. Demonstrate the application of false eyelashes.
20
50
LA grades 9/10
Reading 2.0
Listening and Speaking 1.0

Summarize the reading by
generating relevant questions.
Teacher review.
Class discussion.
Analyze client instructions to
determine the best approach for
the end result. Complete a client
card noting the results of the
analysis.
Practical Operations:
Complete 40 makeup
application procedures,
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Page 12
MAJOR INSTRUCTIONAL UNITS
Classroom
Hours
Lab Hours
CA Academic Content
Standards
HSEE
Activity/Assessment
including skin analysis,
complete and corrective
makeup and the application of
false eyelashes.
Complete a written test and
timed mock board practical test.
Teacher evaluation.
XVI. Salon Operations
Unit Objective: Demonstrate effective techniques
for sales and merchandising of salon products and
services.
Unit Competencies:
A. Practice sales and merchandising of services
and products techniques.
B. Compare the benefits of commissioned
employment, self-employment, and salon
ownership.
C. Demonstrate procedures for maintaining a neat
and clean workstation.
D. Practice professional telephone techniques.
E. Demonstrate procedure for starting and
maintaining client service record cards.
F. Practice client scheduling and time
management.
G. Conduct inventory.
H. Perform recordkeeping.
I. Practice esthetician skills on clients.
10
XVII. Job Search
Unit Objective: Demonstrate knowledge of job
search skills and the ability to pass the written and
practical examination (mock board).
3
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
40
LA grades 9/10
Written and Oral Language
Conventions 1.0
Writing Strategies 2.6

Research and develop a business
plan using a variety of sources,
including information from guest
speakers and professional or
trade journals.
Develop and include a budget
for operations, (salaries, taxes,
supplies, rent, overhead costs,
retirement planning, and
marketing/advertising).
Based on the business plan,
create a Dream Salon and build a
Organize a portfolio.
Portfolio rubric.
Teacher evaluation.
LA grades 9/10

Write job applications and
resumes that are clear and
address the intended audience
appropriately.
Writing 1.0, 2.0, 2.5, 2.6
Page 13
MAJOR INSTRUCTIONAL UNITS
Unit Competencies:
A. Identify sources of job information, including
electronic sources.
B. Correctly complete employment application
forms and develop an employment resume and
cover letter.
C. Demonstrate interviewing techniques using
appropriate tone and body language.
D. Discuss appropriate dress and grooming
standards in seeking employment and for the
workplace.
E. Review company policies and current trends in
employee compatibility screening, drug
screening, and background checks.
F. Demonstrate appropriate attendance and
punctuality practices.
G. Identify strategies for employment retention.
CL = Classroom and Lab
CC = Community Classroom (worksite learning)
LA = Language Arts Standards
MA = Math Standards
SC = Science Standards
AC = Art Cornerstones
HSEE = High School Exit Exam Standards
Classroom
Hours
Lab Hours
CA Academic Content
Standards
Listening/speaking 1.0
HSEE
Activity/Assessment
Write a letter of application.
Apply appropriate interviewing
techniques: Prepare and ask
relevant questions; make notes
of responses; use language that
conveys maturity, sensitivity,
and respect; respond correctly
and effectively to questions.
Complete the written and
practical examination for
cosmetology licensing.
Create a professional portfolio
including samples of class work,
cover letter, resume, letter of
application, letter of
introduction, and letter
recommendation.
Page 14