Diploma in Somatology

Purpose

The overall purpose of this qualification is to train and prepare Somatologists for employment within a multi-disciplinary environment in the beauty and wellness industries. Graduates from diverse backgrounds will be equipped with the required knowledge and skills to provide basic skin and body care treatments that will enhance and maintain aesthetic appearance and well-being aspects of clients. Graduates will be multi-skilled and competent to apply appropriate preventative and remedial face and body therapies, technologies and strategies to achieve, promote and maintain physical and emotional balance and well-being.

Rationale

Learners of the existing three-year National Diploma in Somatology have been successful employment within the beauty and wellness sector. The Diploma in Somatology replaces the National Diploma in Somatology and the continuation of excellent employment rates is foreseen. The revised qualification will furthermore ensure improved responsiveness to the needs of industry and society.

In recent years a major shift away from a curative approach towards a more preventative approach has occurred in the health sector and this has led to a need for different forms of therapies to complement and supplement one another in pursuit of optimum health and wellbeing. This has narrowed the gap between that which was traditionally seen as alternative medicine and therapies. Today, the traditional Western medical field acknowledges the value of various complementary, alternative and adjunct therapies and methodologies. The focus within the field of Somatic therapies has also shifted from a more aesthetic focus to a holistic approach to health. This field has seen major developments in terms of new technologies, therapies and products which place the practicing Somatologist in a position to receive referrals from health care professionals, and vice versa. It is therefore vital to train Somatologists that are able to adapt to an ever changing world by identifying best practices complying with professional standards and ethics as well as to provide in the needs of clients and the industry within clinics, wellness centres, health care settings and spas, both nationally and internationally.

The curriculum of this HEQSF aligned Diploma in Somatology will provide the industry with multi-skilled, competent graduates able to apply and provide preventative and remedial therapies using diverse technologies within a multi-disciplinary wellness environment.

Students are also taught business and professional skills that provide them with the basic knowledge to become self-employed through entrepreneurship. The skills set further allows for continuous employment and the skills are nationally and internationally recognised, enabling student to practise both locally and globally. Graduates will be equipped with the required knowledge and skills to apply the appropriate preventative and remedial face and body therapies and technologies to enhance and maintain aesthetics of clients as well as promoting the well-being of clients. Overall, students are trained to become professionals in the field and as such they play an important role in the whole concept of wellness of the individual. Students will be empowered for self-employment and this will have a positive impact on economic activity.

The Diploma in Somatology is aligned to the new NQF qualification pathway and upon successful completion thereof students will be able to articulate vertically to the Advanced Diploma in Somatology.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Entry Requirements

The minimum entry requirement is

• National Senior Certificate (NSC) granting access to Diploma studies

Or

• National Certificate (Vocational) NC (V) at Level 4 granting access to Diploma studies.

This qualification consists of compulsory modules at Levels 5 and 6 totalling 360 Credits.

Compulsory Modules at Level 5: 135 Credits

• Salon Management 1, 12 Credits.
• Communication Skills 1, 10 Credits.
• Aesthetics Practices 1, 10 Credits.
• Disease Fundamentals 1, 8 Credits.
• Integrated Life Sciences 1, 12 Credits.
• Facial Therapies 1, 20 Credits.
• Somatology Science 1, 10 Credits.
• Body Therapies 1, 20 Credits.
• Nutrition 1, 10 Credits.
• Microbiological Hygiene 1, 8 Credits.
• Aesthetics Practices 2, 8 Credits.
• Fundamental Pharmacology, 7 Credits.
• Human Anatomy and Physiology 1, 12 Credits

Compulsory Modules at Level 6: 225 Credits

• Nutrition 2, 8 Credits.
• Cosmetic Chemistry 2, 8 Credits.
• Integrated Life Sciences 2, 12 Credits.
• Salon Management 2, 8 Credits.
• Disease Fundamentals 2, 8 Credits.
• Sociopsychology 1, 8 Credits.
• Salon Practice 2, 15 Credits.
• Facial Therapies 2, 15 Credits.
• Complementary Therapies 2, 15 Credits.
• Body Therapies 2, 15 Credits.
• Salon Practice 3, 45 Credits.
• Aesthetics Practices 3, 5 Credits.
• Salon Management 3, 8 Credits.
• Facial Therapies 3, 20 Credits.
• Complementary Therapies 3, 20 Credits.
• Body Therapies 3, 15 Credits.
• Human Anatomy and Physiology 2, 12 Credits.

1. Identify and analyse somatic conditions through critical assessment of client, to customise the treatment according to the client's needs and conditions in the somatology industry.
2. Perform basic and intermediate face and body therapies to promote holistic well-being of clients. 3. Comply with ethical, safety and legal standards to sustain a safe and hygienic environment within the scope of practice.
3. Apply basic business activities in a somatology practice to promote a professional and profitable environment.
4. Demonstrate sound interpersonal relations and behaviour according to professional standards within the workplace.

Associated Assessment Criteria for Exit Level Outcome 1

• Use the client record card to assess and identify the somatic conditions.
• Design an appropriate treatment plan to meet the clients' needs.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate methods and techniques related to somatic therapies to address the identified clients' somatic conditions.
• Perform somatology therapies based on acquired knowledge and skills applied to achieve an optimal treatment outcome within the field of practice.
• Provide home care and lifestyle advice as a holistic approach to complement the Somatic therapies.

Associated Assessment Criteria for Exit Level Outcome 3

• Use adherence to professional ethics as guidelines within the Somatology field.
• Demonstrate occupational health and safety guidelines and standards through practical application within the Somatology field.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply basic marketing practices through the promotion of products and professional Somatology services.
• Use entrepreneurship skills to creatively develop a business plan for a Somatology business.
• Apply salon management skills in the simulated workplace setting.
• Use somatic software programmes such as ESP effectively manage the salon.

Associated Assessment Criteria for Outcome 5

• Use client feedback to critically reflect on interpersonal relations.
• Use workplace based feedback to assess professional development within a workplace setting.
• Use code of conduct adherence to evaluate professionalism within the Somatology field.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Institutional assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their personal accountability and time management. Formative assessment comprise a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and practical lab sessions.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learner's attainment against the learning outcomes of the qualification and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and final integrated summative assessments. In this qualification it will consist of written assessments in the form of written class assessments and final integrated summative assessments conducted during and at the end of the academic year.

Integrated assessment often cuts across courses within the qualification and is aimed at the holistic development of the learners which contributes to learner's personal and professional development in the field of study in terms of foundational, practical and reflective competence. Learners will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study.

Workplace integrated learning (WIL) will be assessed through learning portfolios and log-books including personal reflection exercises. Project-based learning (PBL) during industry placements will be assessed through project reports.