LNF Cymru Literacy and numeracy for Wales

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Foundation Hair and Beauty

VTCT Skills Foundation Hair and Beauty is a two-year Entry Level to Level 1 work-related qualification for learners in Years 10 and 11, assessed by two VTCT-set assignments marked by the centre. Literacy carries most of the weight: in Unit 1 learners identify, list and outline job roles, hazards, the structure of hair, skin and nails, and consultation and customer care, using technical terms and some Welsh greetings and safety signs. In Unit 2 they read sources to explore a theme, write a plan, talk with their model during the practical work and write a reflection. Numeracy is light: timing each step of a plan, ordering coats and layers, and dividing hair into equal sections. There are no calculations.

Awarding body
VTCT Skills
Level
Entry Level and Level 1
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
Next step up
VCSE Hair and Beauty, Level 1 and Level 2
How this qualification is assessed
  • UWCO3 (Unit 1): Foundations of the Hair and Beauty industry: Non-examined assessment, an assignment brief set by VTCT Skills and changed every year, completed under supervision within a maximum of 6 hours 30 minutes, four tasks of 8 marks each (32 raw marks), 30% of the qualification (75 UMS), marked by the centre with a level-based mark scheme and externally moderated by VTCT Skills, 40 guided learning hours, taken in Year 10 with one resit allowed in Year 11
  • UWCO4 (Unit 2): Introduction to Hair and Beauty techniques based on a theme: Non-examined assessment including practical hair styling, face-painting and nail finishes, an assignment brief set by VTCT Skills and changed every year, completed under supervision within a maximum of 8 hours 30 minutes, three tasks of 12, 16 and 12 marks (40 raw marks), 70% of the qualification (175 UMS), marked by the centre with a level-based mark scheme and externally moderated by VTCT Skills, 100 guided learning hours, taken in Year 11 with no resit

The literacy and numeracy skills in this qualification

  1. Using technical terms for hair, skin and nails

    Assessed: In coursework (non-examination assessment, NEA)

    Learners outline the structure of the hair, skin and nail and list hair types and skin types, using terms such as cuticle, cortex, medulla, epidermis, dermis, free edge and the Fitzpatrick scale. Assessment criteria 3.1 to 3.6 require this, so learners need to recognise, spell and use these words correctly.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils label a diagram of a hair strand with cuticle, cortex and medulla and learn the three spellings in a weekly word check.
    Year 8
    Pupils complete cloze sentences about the epidermis and dermis using a word bank, then use each word in a sentence of their own.
    Year 9
    Pupils write a short glossary of ten hair, skin and nail terms with a one sentence definition each, and use five of them correctly in a paragraph on caring for nails.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO3 (Unit 1), LO3, taught content 3.1 to 3.6, pages 46 to 50; assessment criteria 3.1 to 3.6, page 56

    “The focus is on recognising the cuticle, cortex, and medulla”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

  2. Writing short outlines about the industry, safety and client care

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 1 criteria ask learners to identify, list and outline, for example how salons contribute to everyday life, personal hygiene procedures and why consultation and customer care matter. Writing is short and factual, and the taught content often gives a reason with each point, such as why this matters.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write three sentences on how a local hairdresser helps the community, using because to give a reason for each.
    Year 8
    Pupils write a paragraph explaining why staff wash their hands before and after a treatment, using connectives such as so that and as a result.
    Year 9
    Pupils write a short outline of why a consultation is carried out before a service, covering safety, client wishes and record keeping, with a reason for each point.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO3 (Unit 1), taught content 1.2, 2.4, 4.2 and 4.3, pages 38, 45, 52 and 53; assessment criteria, pages 55 and 56

    “Outline the importance of client consultation before any service”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

  3. Reading safety signs, instructions and procedures

    Assessed: In coursework (non-examination assessment, NEA)

    Learners recognise hazards and follow instructions and safety signage, including bilingual signs such as Llawr gwlyb, Wet floor, and follow safety and hygiene procedures during practical work. Assessment criteria 2.1 to 2.3 in Unit 1 and 3.1 in Unit 2 require this, although learners are not expected to interpret legislation.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils match photos of red, yellow and green bilingual safety signs from around school to their meaning in English and Welsh.
    Year 8
    Pupils scan the instructions on a nail polish remover label and highlight every safety warning and what to do if it gets in the eyes.
    Year 9
    Pupils read a one page salon hygiene procedure, pick out the steps for cleaning tools and disposing of waste, and turn them into a short checklist for a practical lesson.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO3 (Unit 1), taught content 2.2 and 2.3, pages 43 to 45; UWCO4 (Unit 2), taught content 3.1, page 65; assessment criteria, pages 55 and 73

    “Safety signs give clear warnings and procedures that must be followed”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can read closely, follow up and use additional material in texts to extend my understanding.

  4. Researching sources to explore a theme

    Assessed: In coursework (non-examination assessment, NEA)

    Learners explore a themed look using magazines, social media, posters, adverts, fashion images and hair and beauty books, and pick out the key elements of a theme such as colours, textures, accessories, mood and inspiration source. Assessment criteria 1.4 and 2.1 require this, and the reading is mostly visual with short captions and labels.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils cut images from a magazine for a summer theme and write one label for each saying its colour or mood.
    Year 8
    Pupils use a hair and beauty book and a website to find three facts about Celtic patterns, and sort them into colours, shapes and textures.
    Year 9
    Pupils gather ideas for an Eisteddfod look from a magazine, a poster and a teacher-chosen website, then write a short summary of the key elements they will use and where each came from.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO4 (Unit 2), taught content 1.4 and 2.1, pages 60 and 61; assessment criteria 1.4 and 2.1, page 73

    “Learners should be able to use straightforward methods to explore ideas, using:”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

  5. Writing a plan for a practical service

    Assessed: In coursework (non-examination assessment, NEA)

    Learners create a plan that records the theme chosen, the materials needed, the steps to follow in the correct order, the time for each part and safety checks such as a patch test reminder. Assessment criterion 2.2 requires the plan, and at lower levels it may be teacher-led with learners selecting key points.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write four numbered instructions for painting a nail, starting each one with a command verb.
    Year 8
    Pupils write a plan in a table for a face-painting design with columns for each step, the products and tools, and a safety check.
    Year 9
    Pupils write a full plan for a themed plait with materials, ordered steps and safety checks, then a partner follows it and marks anything unclear for redrafting.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO4 (Unit 2), LO2, taught content 2.2, page 61; assessment criterion 2.2, page 73

    “Steps to follow in the correct order”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  6. Talking with clients and models, including Welsh greetings

    Assessed: In coursework (non-examination assessment, NEA)

    Customer care in Unit 1 covers welcoming clients, active listening, open questions, plain language and foundational Welsh greetings such as Croeso and Bore da, which learners outline under criterion 4.3. During the Unit 2 practical work learners communicate clearly with their model about tension, comfort and style, which is part of the assessed service.

    Literacy: Clarity and vocabulary, Questioning, Listening as part of collaborative talk, Translanguaging

    Getting pupils ready

    Year 7
    Pupils role-play greeting a client at a salon desk with Shwmae, Croeso and Sut ydych chi, then switch to English to ask what service they want.
    Year 8
    Pupils practise a short consultation in pairs, asking three open questions about the style the client wants and repeating back what they heard.
    Year 9
    Pupils carry out a mock consultation with a partner, checking comfort and preferences during a simple plait, then answer a question in Welsh and in English and explain what they changed after listening.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO3 (Unit 1), taught content 4.3, pages 52 and 53; UWCO4 (Unit 2), taught content 3.2 to 3.4, pages 66 to 70; assessment criteria, pages 56 and 73

    “Ask open questions to clarify needs and expectations”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    • I can receive information in one language and adapt it for various purposes in another language.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

  7. Reflecting on own performance in writing

    Assessed: In coursework (non-examination assessment, NEA)

    Learners identify what went well, what was difficult, what to do differently next time and how the task helped their learning, giving reasons and linking changes to safety, accuracy, confidence or organisation. Assessment criteria 4.1 to 4.4 require this, and the taught content gives short first-person model sentences.

    Literacy: Planning and organising for different purposes, audiences and context, Purpose, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils finish the sentences My plait was neat because and Next time I would after a practical lesson.
    Year 8
    Pupils write a paragraph on one difficult part of a face-painting task, what made it hard and how they coped, using connectives such as however and so.
    Year 9
    Pupils write a short reflection covering what went well, what was difficult, one change linked to safety or accuracy, and one skill they have developed.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO4 (Unit 2), LO4, taught content 4.1 to 4.4, pages 71 and 72; assessment criteria 4.1 to 4.4, page 74

    “Identify one or more parts of the task they are happy with”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

  8. Working out the time needed for each step

    Assessed: In coursework (non-examination assessment, NEA)

    The plan in Unit 2 must include the time needed for each part, and the Curriculum for Wales mapping links numeracy to this criterion. Learners estimate times for each step so the service fits the time available, which is simple time planning rather than calculation.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils time how long it takes to paint one nail with a stopwatch and record it in minutes and seconds.
    Year 8
    Pupils write a time for each of five steps in a nail service and add them up to check the total fits a 30 minute slot.
    Year 9
    Pupils plan a schedule for a themed face-painting service starting at 10.15, with start and finish times for each step, then compare planned and real times after the practical.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO4 (Unit 2), LO2, taught content 2.2, page 61; assessment criterion 2.2, page 73; Curriculum for Wales mapping, page 76

    “Time needed for each part”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  9. Ordering coats and layers in a nail finish

    Assessed: In coursework (non-examination assessment, NEA)

    Nail finishes follow a set order of base coat, thin layers of polish, stickers and topcoat, with a three-stroke method and drying time between coats. Assessment criterion 3.4 requires the service, and the Curriculum for Wales mapping links numeracy to the number of coats and order of layers.

    Numeracy: Strategic competence

    Getting pupils ready

    Year 7
    Pupils put cards for base coat, two colour coats, sticker and topcoat into the right order and count the layers on the finished nail.
    Year 8
    Pupils work out how many brush strokes are needed to paint ten nails using three strokes per coat and two coats.
    Year 9
    Pupils plan a nail finish with drying times between each layer and work out the earliest time the stickers and topcoat can go on.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO4 (Unit 2), LO3, taught content 3.4, pages 69 and 70; assessment criterion 3.4, page 73; Curriculum for Wales mapping, page 76

    “Use three strokes: one in the centre, one on each side”
    Progression step 3

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  10. Dividing hair into equal sections and using shape in designs

    Assessed: In coursework (non-examination assessment, NEA)

    Plaits and twists start by dividing hair into two or three equal sections with even tension, and themed designs use simple shapes and patterns. Assessment criteria 1.2 and 3.2 require this, but the numeracy is practical judgement of equal parts and shape, with no measuring.

    Numeracy: Shape and space, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils plait three strands of wool into a bracelet, checking the three strands are equal before starting.
    Year 8
    Pupils sketch a face-painting design using named shapes such as triangles, circles and a line of symmetry down the middle of the face.
    Year 9
    Pupils section a practice head into thirds for three plaits, explain how they judged equal sections, and describe the shapes and repeating pattern in their design.
    Show the specification wording and the LNF statements

    Where it is in the specification: UWCO4 (Unit 2), taught content 1.2, pages 59 and 60, and 3.2, pages 66 and 67; assessment criteria 1.2 and 3.2, page 73

    “Dividing the hair into three equal sections”
    Progression step 3

    • I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

    Progression step 4

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

Good to know

Links with other qualifications

There is no WJEC Foundation or VCSE in Hair and Beauty, so this VTCT Skills qualification has no WJEC version to compare with; it leads on to the VTCT Skills Level 1/2 VCSE Hair and Beauty, which the specification names as a progression route. The consultation, customer care and bilingual greetings link with the WJEC Skills for Work units Customer Service and Working in Wales and the Skills for Life unit Understanding Self and Others, all suggested in the specification, and with WJEC Foundation Retail and Customer Service. The technical vocabulary for hair, skin and nails builds on GCSE The Sciences or Integrated Science, the written outlines and reflections on GCSE English Language and Literature, and the Welsh greetings on GCSE Core Cymraeg or Cymraeg Language and Literature. The light numeracy of timing and sequencing sits well below GCSE Mathematics and Numeracy.

Source: VTCT Skills Entry Level/Level 1 Foundation Hair and Beauty, Qualification Specification CO1W1, qualification number C00/5369/0, version P1, first published 01/09/2026, approved by Qualifications Wales for teaching from September 2027.