VCSE Hair and Beauty
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg VTCT Skills.
VCSE Hair and Beauty from VTCT Skills asks a lot of literacy. Unit 1 is a 60 minute multiple choice examination full of specialist terms for hair, skin and nail structure, diseases and disorders, health and safety law and sustainability. The Unit 2 NEA asks learners to read a design brief, research trends, write justified rationales and a reflective journal, hold a consultation with a model in Welsh or English, and write structured evaluations. Numeracy is light and practical: budgeting for materials, giving each task a time, finishing services in the expected time, setting heated tools to safe temperatures and setting measurable SMART targets. The specification asks for no calculations.
- Corff dyfarnu
- VTCT Skills
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Hair and Beauty, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1 (UWCO1): Introduction to the Hair and Beauty industry: MCQ External theory examination, 60 minutes, 28 marks, 30% of the qualification grade, set and marked by VTCT Skills, taken on screen with a paper option, sat by the whole cohort in the April/May series at the end of Year 10 with one resit in Year 11 (best result counts); 40 GLH
- Unit 2 (UWCO2): Bringing basic Hair and Beauty concepts to life: Non-Examined Assessment, maximum 12 hours under supervision, 70% of the qualification grade, 48 raw marks across four tasks (8, 12, 16 and 12 marks), set by VTCT Skills with a new brief each year, marked and internally quality assured by the centre with a level-based mark scheme, externally moderated by VTCT Skills; brief released to learners in December of Year 11 and submitted in April, no resit; 100 GLH
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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Reading and breaking down a design brief
In Unit 2 learners break down and understand the design brief, then create a simple summary of its key requirements, limitations and opportunities and decide whether the goals are realistic. Criterion 1.1 requires this, and VTCT Skills sets a new brief with a contextualised scenario each year, so learners read an unseen brief.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short brief for a school event poster and highlight the audience, the deadline and two things the design must include.
- Blwyddyn 8
- Pupils read a one page brief for a themed face paint design and write a three point summary of its requirements and limits.
- Blwyddyn 9
- Pupils read an unseen design brief with a scenario, list its requirements, limitations and opportunities in a table, and say whether the goal is realistic in the time given.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.1 Review the requirements of a design concept, page 56; Appendix 1, A1.2 Task setting, page 77
“Create a simple summary of the key requirements, limitations, and opportunities”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Cam cynnydd 4
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
Cam cynnydd 5
Rwy'n gallu darllen a dadansoddi ystod o destunau nas gwelais o'r blaen, testunau a argraffwyd a thestunau digidol, gan ganolbwyntio ac yn annibynnol.
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
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Researching trends, competitors and cultural meanings
Learners look at current trends, competitors and examples of good practice, consider cultural meanings, symbols and sensitivities, and draw on Welsh influences such as Celtic motifs and Welsh textiles. Their findings must then support the rationale for their concepts under criteria 1.1 and 1.2.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read two short texts about the meaning of Celtic knot patterns and note three facts they could use in a design.
- Blwyddyn 8
- Pupils read about hairstyles from two different cultures and write a short paragraph on why a designer should treat them with respect.
- Blwyddyn 9
- Pupils compare a magazine trend report with a salon website on the same look, summarise the key ideas and judge which source is more reliable.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1 Welsh context, page 56; criteria 1.1 and 1.2, pages 56 and 57
“Consider cultural meanings, symbols, and sensitivities that may affect design”
Cam cynnydd 3
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 4
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Cam cynnydd 5
Rwy'n gallu ymchwilio'n annibynnol i amrywiaeth eang o ffynonellau er mwyn datblygu dealltwriaeth o bwnc neu fater cynyddol gymhleth.
Rwy'n gallu defnyddio testunau a argraffwyd a thestunau digidol i chwilio'n ddethol, gan asesu dibynadwyedd, arwyddocâd a chywirdeb yr hyn rwy'n ei weld.
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Using specialist hair and beauty vocabulary
Unit 1 is built on specialist terms, such as cuticle, cortex and medulla, the layers of the epidermis, the Fitzpatrick scale, contra-indications, patch tests, COSHH and RIDDOR, and the multiple choice examination tests them across all five learning outcomes. In the Unit 2 NEA learners are asked to use professional language in their reflections and evaluations.
Llythrennedd: Deall, ymateb a dadansoddi, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils label a diagram of a hair or skin cross section in Science and match each word, such as epidermis or follicle, to a one line definition.
- Blwyddyn 8
- Pupils build a glossary of ten salon safety terms, such as hazard, risk, PPE and contra-indication, and use five of them correctly in a short safety notice.
- Blwyddyn 9
- Pupils answer a set of multiple choice questions on skin and nail structure, then explain in writing why each wrong option is wrong using the correct terms.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1 (UWCO1), LO2 to LO4, pages 39 to 49; Unit 1 assessment requirements, page 53; Unit 2 (UWCO2), criterion 1.4, page 59; Section 11.1 unit mapping, page 74
“Carry out consultations and patch tests (allergy alert/skin test)”
Cam cynnydd 3
Rwy’n gallu darllen er mwyn adeiladu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Cam cynnydd 4
Rwy’n gallu darllen er mwyn adeiladu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain yn effeithiol wrth i mi gyfathrebu.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Cam cynnydd 5
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol yn fanwl gywir.
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am wahanol strategaethau darllen er mwyn deall synnwyr geiriau anghyfarwydd mewn cyd-destunau a brawddegau newydd mewn testunau cymhleth, a defnyddio'r rhain wrth i mi gyfathrebu.
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Reading safety guidance and manufacturer's instructions
Unit 1 teaches learners to read and follow COSHH guidance for mixing, storing and disposing of products and to follow manufacturers' instructions, which the examination can test. In the Unit 2 NEA learners apply make-up and nail art in line with manufacturer's instructions, under criteria 2.6 and 2.8.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read the label on a cleaning product used in school and find the hazard symbol, the storage advice and the first aid instruction.
- Blwyddyn 8
- Pupils read a simple safety data sheet for a nail polish remover in Science and answer questions on how to store it and what to do if it is spilt.
- Blwyddyn 9
- Pupils read the manufacturer's instructions for a hair styling product and a COSHH sheet, then write a five step safe use guide for a classmate.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1 (UWCO1), LO2, criteria 2.1 and 2.2, pages 39 and 41; Unit 2 (UWCO2), LO2, criteria 2.6 and 2.8, pages 65 and 68
“Read and follow COSHH guidelines for mixing, storing and disposing”
Cam cynnydd 3
Rwy’n gallu darllen geiriau a brawddegau o wahanol destunau gan ddefnyddio ystod o strategaethau i bennu ystyr.
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Cam cynnydd 4
Rwy'n gallu darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
Cam cynnydd 5
Rwy'n gallu darllen a dadansoddi ystod o destunau nas gwelais o'r blaen, testunau a argraffwyd a thestunau digidol, gan ganolbwyntio ac yn annibynnol.
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
Da gwybod
- Use the codes when dealing with VTCT Skills: the qualification is "Product code CO2W1" with "Qualification number C00/5368/8" (Qualification at a glance, page 5), and the units are UWCO1 (40 GLH) and UWCO2 (100 GLH) (Section 4, page 13).
- Learners must keep up with the reading and number work: centres must make sure learners can "comply with the relevant literacy, numeracy, and academic aspects of the qualification" (Section 2.2, page 7).
- The Unit 1 examination is multiple choice only: it "will contain multiple-choice questions", 28 marks in 60 minutes (Section 5.1, page 15), so it tests reading and recall of terms, not extended writing.
- No marks for spelling, punctuation and grammar are mentioned. The NEA is marked with "a level-based mark scheme containing holistic descriptors" (Section 5.4.2, page 19), and the descriptors are in the separate VCSE NEA Teachers/Assessors Guidance and Marking Criteria.
- Welsh is encouraged, not required: learners "Use basic Welsh greetings (where appropriate)" (Unit 2, criterion 2.2, page 61) and talk to the model in their preferred language (pages 63, 66 and 68).
- The specification asks for no calculations. The unit mapping names numeracy only for Unit 2, at "LO1.3 (budget/time allocation)" and "LO3.2 (SMART measurable targets)" (Section 11.1, page 74), and lists no numeracy for Unit 1.
- Once the NEA starts, teachers "must not provide specific feedback on the evidence the learner is producing" (Section 5.4.6, page 21), so drafting and writing support has to come before the NEA. The specification does not mention artificial intelligence.
- The document contradicts itself in places. Section 5.1 calls NEA task marking "high control" (page 16), but Appendix 1 heads it "medium control" (page 78). Unit 2 skin analysis gives "Classification (types I-V)" (page 61), but Unit 1 teaches six Fitzpatrick types up to "Type 6" (page 46). There are also typos: the heading "Uniformed Mark Scale (UMS)" (page 18) and "may compliment" (page 10).
Cysylltiadau â chymwysterau eraill
WJEC does not offer a VCSE in Hair and Beauty, so teachers have no WJEC version to choose instead. VTCT Skills Foundation Hair and Beauty, from the same awarding body, is the closest qualification on the page. The scientific vocabulary for hair, skin and nail structure and for hazardous substances overlaps with GCSE The Sciences and GCSE Integrated Science. The written design rationale and evaluation match the portfolio writing in GCSE Art and Design and GCSE Design and Technology. The consultation talk and Welsh greetings link with the WJEC Skills Suite unit Customer Service, and the Welsh industry content links with Working in Wales; the specification names both units as complementary. Budgeting and timing use the same basic Mathematics and Numeracy skills as other practical VCSEs.
Ffynhonnell: VTCT Skills Level 1/2 VCSE Hair and Beauty Qualification Specification (product code CO2W1, qualification number C00/5368/8), version P2, 18/09/2026, approved by Qualifications Wales for first teaching September 2027 and first award summer 2029.