Makeup Styles Exploration

Overview

Level: Beauty Therapy Level 1 (Typically 16–18-year-olds / Further Education)
Duration: 90 minutes
Class Size: 20 students
Subject Area: Other (Beauty Therapy) with embedded English & Maths
National Curriculum England Alignment:

• English: Spoken Language & Writing (KS4, Speaking & Listening: Participate in discussions, presentations, using descriptive language, sequencing instructions)
• Maths: Measurement (Estimate and use measures; understand proportion and symmetry within practical contexts)
• Personal Development: Teamwork, Creativity, Critical Thinking

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Aims

• To develop learners’ ability to identify and articulate different makeup styles using appropriate language.
• To build confidence in oral and written communication through descriptive and presentation skills.
• To incorporate basic mathematical concepts such as measurement, proportion, and sequencing in beauty therapy practice.
• To encourage teamwork and competition to enhance engagement and motivation.

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Learning Outcomes

By the end of this session, learners will be able to:

1. Identify and name at least five makeup styles, recognising key features and techniques.
2. Describe makeup applications clearly using correct descriptive vocabulary and sequencing.
3. Match makeup tools and products accurately to facial features.
4. Apply measurement skills to makeup tools, product quantities, and facial symmetry.
5. Present a planned makeup look confidently using visual aids.
6. Respond to quick-fire questions to consolidate understanding.

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Resources Needed

• Mystery makeup bag with common items (brushes, foundation, concealer, eyeshadow palette, lipstick, highlighter, etc.)
• Mock price tags for items
• Blank face charts and word banks of facial parts
• Digital devices for presentations (laptops/tablets)
• Access to quiz platforms or printed flashcards
• Large face diagram/model (digital or poster)
• Digital spinner wheel tool (offline spinner alternative required if no tech)
• Whiteboard and markers

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Lesson Breakdown

1. Starter: “What’s in the Bag?” (10 minutes)

Objective: Build product/tool vocabulary, boost confidence in explanations, embed maths estimation.

Activity:

• Pass the makeup bag around; each student names an item, explains its use, and shares a tip or asks for help.
• Use the spinner wheel to randomly select the next speaker, ensuring equal participation.

Embedded Maths & English:

• Students estimate brush widths (e.g., 1cm or 2cm) and discuss shapes (angled/round).
• Discuss product quantities needed (e.g., a pea-sized amount of concealer).
• Use correct descriptive terms (e.g., “angled brush for precision application on the crease”).

Extension (Team Task):

• In small groups, select and justify 5 “Starter Kit” items, assign mock prices, and calculate total cost collaboratively.
• Present choices briefly reinforcing mathematical addition and justification skills.

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2. Mini-Presentation: “Why Makeup?” (20 minutes)

Objective: Summarise and communicate the purpose and process of makeup application using descriptive language and planning.

Instructions:

• Each learner chooses one makeup style introduced in the starter: options include Natural, Glamorous, Smokey Eye, Vintage, and Bridal styles.
• Plan how to recreate the look by selecting tools, techniques, colours, and products.
• Use Canva, Google Slides, Padlet, or draw on paper face charts to illustrate.
• Present to the class for 1-2 minutes, focusing on description and sequencing.

Quizzical Twist:

• After presentations, randomly select students using flashcards or quiz apps (e.g., Kahoot/Blooket) to answer quick questions like:
  • “Which product enhances cheekbones?”
  • “What brush type is best for blending eyeshadow?”

English: Encourage use of complex sentences and domain-specific vocabulary, e.g., “I apply highlighter with a fan brush in a sweeping motion on the upper cheekbones to add luminosity.”

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3. Main Activity 2: Face Chart Labelling & Application Planning (25 minutes)

Objective: Label facial features and plan makeup application using terminology and understanding product purpose.

Instructions:

• Distribute blank face charts and word banks including terms: forehead, temples, cheekbones, cupid’s bow, jawline, crease, lash line, etc.
• Students label charts independently, then collaboratively review answers using a large face model or digital diagram.
• Discuss questions:
  • “Where should bronzer be applied to create warmth?”
  • “Why apply highlighter to cheekbones?”

English Integration:

• Ask learners to write one or two descriptive sentences per labelled area describing the product and technique, e.g.,
  “I apply blush in circular motions on the apples of the cheeks to create a natural flush.”

Maths Integration:

• Highlight symmetry in application (left and right side matching).
• Discuss brush sizes for different areas, e.g., smaller brushes for eye details, larger ones for face powder.

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4. Plenary: Digital Quiz & Exit Ticket (15 minutes)

Objective: Reinforce learning through engaging recall and self-reflection.

Digital Quiz:

• Use Kahoot, Quizizz, or flashcards to quiz on:
  • Makeup styles & features
  • Tool-product matching
  • Vocabulary and sequencing steps

Exit Ticket: (Print or digital)
Ask learners to answer:

• One new makeup style I learned today is...
• One tool I now know how to use is...
• I feel more confident in ___ because...

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Differentiation & Inclusion

• Provide labelled word banks and visual aids for learners with literacy challenges.
• Pair students strategically for peer support during team activities.
• Use a variety of learning media: digital, verbal, and visual.
• Ensure timing adjustments for English as Additional Language (EAL) learners during presentation planning.

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Assessment Opportunities

• Formative assessment through starter questioning and quiz participation.
• Peer and teacher feedback during mini-presentations (content clarity, vocabulary use).
• Annotated face charts demonstrating understanding of facial anatomy and product placement.
• Exit ticket reflections indicating confidence and knowledge acquired.

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National Curriculum Key Links

Curriculum Area	Relevant Ref.	Application in Lesson
English – Spoken Language	NC KS4: Participate in discussions; use descriptive language	Mini-presentations; descriptive vocabulary
English – Writing	NC KS4: Plan and organise ideas; extended writing skills	Descriptive sentences on face charts
Mathematics – Measurement	NC KS3/4: Understand and use measures; estimate and calculate	Estimating product quantities; measuring brush sizes
PSHE – Teamwork & Confidence	NC: Develop communication, teamwork skills and self-esteem	Group starter task; competitive presentations

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Teacher Tips for “WOW” Factor

• Use a real-time digital spinner and quiz tech to gamify the lesson and increase engagement—promote friendly competition with small rewards (stickers, bookmarks).
• Integrate live polls to instantly gauge class understanding and interest points.
• Encourage creativity by allowing students to mix styles or propose new trends before final presentation.
• Embed reflective questions after presentations to stimulate critical thinking about makeup purpose (cultural, social, personal).

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This detailed and multidisciplinary approach ensures learners experience a holistic introduction to makeup in beauty therapy while embedding key literacy and numeracy skills aligned with the National Curriculum of England.