| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | _______ | Module Title | Unit AP5701 Skin Micro-needling and Chemical Peels |
To gain a minimum pass, learners must gain a pass mark for each question.
Marks need to take into consideration content, application of theory, the learners knowledge and understanding, their presentation and writing skills and their references.
Centres are required within their standardisation meetings to identify the key areas expected to be covered by each question.
Structured feedback must be given to learners, where the learner work is referred, all evidence must be retained for IQA and EQA review to show the learners progression.
| Question | Marks | 0 -3 marks | Minimum pass 4-5 marks | 6-7 marks | 8-10 marks |
| 1. Evaluate the potential impact on the treatment results of not following pre-treatment advice and pretreatment skin preparation. | 10 | Inadequate information submitted | The learner has outlined the potential impact on the treatment results of not following pretreatment advice and pre-treatment skin preparation. | The learner has clearly described the potential impact on the treatment results of not following pre-treatment advice and pre-treatment skin preparation, giving examples. | The learner has evaluated the potential impact on the treatment results of not following pretreatment advice and pre-treatment skin preparation and determined the value of them. |
| 2. Evaluate the types, uses, limitations and risks of topical anaesthetics in skin micro-needling. | 10 | Inadequate information submitted | The learner has outlined the types, uses, limitations and risks of topical anaesthetics in skin micro-needling. | The learner has clearly interpreted the types, uses, limitations and risks of topical anaesthetics in skin micro-needling, giving examples. | The learner has evaluated the types, uses, limitations and risks of topical anaesthetics in skin micro-needling and determined the value of them. |
| 3. Examine how the Fitzpatrick and Glogau skin classification systems impact on chemical peel and skin micro-needling treatments. | 10 | Inadequate information submitted | The learner has outlined how the Fitzpatrick and Glogau skin classification systems impact on chemical peel and skin micro-needling treatments. | The learner has clearly described how the Fitzpatrick and Glogau skin classification systems impact on chemical peel and skin micro-needling treatments, giving relevant examples. | The learner has examined how the Fitzpatrick and Glogau skin classification systems impact on chemical peel and skin micro-needling treatments and identifies the differences in detail, and determined the significance of the use of them within aesthetic practice. |
| 4. Evaluate the legal requirements for informed client consent and the recording and retaining of client records. | 10 | Inadequate information submitted | The learner has summarised the legal requirements for informed client consent and the recording and retaining of client records. | The learner has clearly explained the legal requirements for informed client consent and the recording and retaining of client records, giving relevant examples. | The learner has evaluated the legal requirements for informed client consent and the recording and retaining of client records, and determined the value of this within aesthetic practice. |
| 5. Evaluate the different types of chemical peels, their benefits, effects and limitations. | 10 | Inadequate information submitted | The learner has outlined the different types of chemical peels, their benefits, effects and limitations. | The learner has clearly explained the different types of chemical peels, their benefits, effects and limitations, giving relevant examples. | The learner has evaluated the different types of chemical peels, their benefits, effects and limitations and determined the value of this information within aesthetic practice. |
| 6. Analyse the way in which skin depth, pH, layering, timing, neutralisation and frequency of chemical peels can have an impact on treatment results. | 10 | Inadequate information submitted | The learner has outlined the way in which skin depth, pH, layering, timing, neutralisation and frequency of chemical peels can have an impact on treatment results. | The learner has clearly described the way in which skin depth, pH, layering, timing, neutralisation and frequency of chemical peels can have an impact on treatment results and given specific examples. | The learner has analysed the way in which skin depth, pH, layering, timing, neutralisation and frequency of chemical peels can have an impact on treatment results, examined their research carefully in detail and identified the possible results if not used correctly within aesthetic practice. |
| 7. Evaluate how to manage any complications and adverse effects that can occur during or following chemical peels. | 10 | Inadequate information submitted | The learner has summarised how to manage any complications and adverse effects that can occur during or following chemical peels. | The learner has clearly explained how to manage any complications and adverse effects that can occur during or following chemical peels, and given specific examples. | The learner has evaluated how to manage any complications and adverse effects that can occur during or following chemical peels, and determined the value of the researched information. |
| 8. Evaluate the benefits, effects and limitations of manual and power-assisted micro-needling. | 10 | Inadequate information submitted | The learner has outlined the benefits, effects and limitations of manual and power-assisted micro-needling. | The learner has clearly described the benefits, effects and limitations of manual and power-assisted micro-needling and given specific examples. | The learner has analysed the benefits, effects and limitations of manual and power-assisted micro-needling and examined the potential results. |
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