Page 199 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

Grade 12, Workplace Preparation
C1. evaluate practices and products in the hairstyling and aesthetics industry in terms of their impact on the environment;
C2. evaluate the hairstyling and aesthetics industry in terms of its impact on society.
C1. IndustryPracticesandthe Environment
C2. IndustryPracticesandSociety
THEONTARIOCURRICULUM,GRADES11AND12 | TechnologicalEducation
OVERALL EXPECTATIONS
By the end of this course, students will:
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 summarize best practices for the safe handling, recycling, and disposal of waste (e.g., use of biodegradable products and refillable containers, proper methods for storing and disposing of prod- ucts and chemicals) and develop a method
(e.g., a checklist) for evaluating/monitoring the practices of individual salons/spas;
C1.2 evaluate the hairstyling and aesthetics industry in terms of its use/non-use of environmentally friendly practices and products (e.g., use of recycling programs for mannequins; use of non- toxic versus carcinogenic/toxic ingredients; use
of energy-saving products).
By the end of this course, students will:
C2.1 assess the beneficial and harmful impacts on society of the hairstyling and aesthetics indus- try (e.g., beneficial: enhances people’s self-esteem and self-confidence through improvements in appearance; promotes awareness and acceptance of culturally diverse types of beauty; harmful: fosters unrealistic expectations through media and adver- tising images; encourages over-emphasis on the importance of appearance for social success);
C2.2 identify sources of work-related stress in the hairstyling and aesthetics industry (e.g., physical stresses: exposure to chemicals, standing for long hours; social/psychological stresses: irregular hours, working evenings and weekends) and describe ways of dealing with them.
C. INDUSTRY PRACTICES,
THE ENVIRONMENT, AND SOCIETY
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