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The literacy and numeracy skills in this qualification

1. Reading and breaking down a design brief

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

   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.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read a short brief for a school event poster and highlight the audience, the deadline and two things the design must include.

   Year 8

   Pupils read a one page brief for a themed face paint design and write a three point summary of its requirements and limits.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   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.

   Progression step 5

   • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

   • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

2. Researching trends, competitors and cultural meanings

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

   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.

   Literacy: Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read two short texts about the meaning of Celtic knot patterns and note three facts they could use in a design.

   Year 8

   Pupils read about hairstyles from two different cultures and write a short paragraph on why a designer should treat them with respect.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   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.

   • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

   Progression step 5

   • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

   • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

3. Using specialist hair and beauty vocabulary

   Assessed: In the exam and in coursework (NEA)

   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.

   Literacy: Understanding, response and analysis, Vocabulary, spelling, grammar

   Getting pupils ready

   Year 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.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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)”

   Progression step 3

   • I can read to build my vocabulary and develop sentence structures, and use these in my own communication.

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

   Progression step 4

   • I can read to build my vocabulary and develop sentence structures, and use these effectively in my own communication.

   • 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.

   Progression step 5

   • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

   • I can use my knowledge of different reading strategies to make sense of unfamiliar words in new contexts and sentences in complex texts, and apply these in my own communication.

4. Reading safety guidance and manufacturer's instructions

   Assessed: In the exam and in coursework (NEA)

   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.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 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.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can read words and sentences from different texts using a range of strategies to make meaning.

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

   Progression step 4

   • I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

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

   Progression step 5

   • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

   • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

5. Writing a justified rationale for design and product choices

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

   Learners justify their selected concepts with investigation findings, user needs and design principles, explain why ideas were prioritised or discarded, and give a rationale for tools, products and techniques linked to the theme and model consultation. Criteria 1.2 and 1.3 require this written justification, and brief written summaries of each concept are part of presenting it.

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

   Getting pupils ready

   Year 7

   Pupils write three sentences explaining why they chose one colour scheme for an art piece instead of another, using because and so.

   Year 8

   Pupils write a paragraph justifying their choice of materials for a design project, linking each choice to the user and the brief.

   Year 9

   Pupils write a short rationale for a final design concept that explains why two other ideas were discarded, citing their research and a design principle such as balance or contrast.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2 (UWCO2), LO1, criteria 1.2 and 1.3, pages 57 and 58

   “Explain why certain ideas were prioritised or discarded, showing”

   Progression step 3

   • I can write a comprehensive account of a topic, theme or viewpoint.

   • 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 adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

6. Consulting with a model in a welcoming, clear way

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

   Before each service learners greet the model, agree expectations, summarise the agreed style, explain limitations, outline steps and risks to obtain informed consent, and use active listening, then communicate clearly during the service and give aftercare advice. Criterion 2.2 requires the consultation and criteria 2.4, 2.6 and 2.8 require communication during the services, so this spoken work is part of the NEA.

   Literacy: Clarity and vocabulary, Listening to understand, Questioning, Purpose, Collaborative talk

   Getting pupils ready

   Year 7

   Pupils role play a shop assistant greeting a customer, asking two questions about what they want and repeating the answers back.

   Year 8

   Pupils hold a paired interview to find out a partner's preferences for a face paint design, then summarise what was agreed before starting.

   Year 9

   Pupils role play a full salon consultation in which they explain the steps, a possible risk and the aftercare, check the client understands, and record consent.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2 (UWCO2), LO2, criterion 2.2 Provide consultation techniques, pages 61 and 62; criteria 2.4, 2.6 and 2.8, pages 63 to 68

   “Active listening: show attentiveness and repeat back key points”

   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 listen to and understand information about a variety of topics, summarising the main points.

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

   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 organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

   • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

   Progression step 5

   • I can present ideas and issues to meet the demands of different audiences.

   • I can respond confidently to how listeners react, adapting my language in a wide range of contexts and for different purposes.

7. Using Welsh greetings and the client's preferred language

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

   Learners use basic Welsh greetings where appropriate, such as Shwmae and Bore da, identify whether the model prefers Welsh or English, and communicate in that language during the services. This sits under criteria 2.2, 2.4, 2.6 and 2.8 of the NEA, and Unit 1 teaches the value of bilingual service in Welsh salons.

   Literacy: Translanguaging

   Getting pupils ready

   Year 7

   Pupils learn six Welsh greetings for different times of day and use them to welcome visitors at a class event.

   Year 8

   Pupils turn an English aftercare leaflet into three short spoken Welsh phrases and practise using them with a partner.

   Year 9

   Pupils role play a bilingual welcome in which they ask the client's preferred language and switch smoothly between Welsh and English to explain the service.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2 (UWCO2), LO2, criterion 2.2, page 61; criterion 2.6, page 66; Unit 1 (UWCO1), criterion 1.4, page 37; Section 3.6, page 11

   “Identify preferences of language use for communication”

   Progression step 3

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

   Progression step 4

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

   Progression step 5

   • I can independently identify translanguaging opportunities to enhance my learning and communication in my languages.

8. Writing a reflective journal and structured evaluations

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

   Learners write reflective commentary at each stage of the project covering what was done and why, challenges and solutions, and areas for improvement, then use these notes to evaluate the accuracy and finish of their techniques and compare the final look with the plan. Criteria 1.4, 3.1 and 3.2 of the NEA require this writing, ending with an action plan.

   Literacy: Proofreading, editing and improving, Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils write a short diary entry after each lesson of a practical project saying what they did, what went wrong and what they will try next.

   Year 8

   Pupils use a writing frame to evaluate a finished design against three points from the brief, giving evidence for each judgement.

   Year 9

   Pupils write a structured evaluation comparing their finished practical outcome with the original plan, explaining each change and redrafting one paragraph after peer comments.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2 (UWCO2), LO1, criterion 1.4, page 59; LO3, criteria 3.1 and 3.2, pages 69 and 70

   “Provide reflective commentary at each stage, using a reflective journal”

   Progression step 3

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

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

   Progression step 4

   • I can improve writing through independent review and redrafting.

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

   Progression step 5

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

9. Budgeting for materials and tools

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

   When identifying resources in Unit 2, learners take budget considerations for materials and tools into account as part of criterion 1.3. The unit mapping names this as the numeracy opportunity, but the specification sets no calculation or format, so the amount of number work depends on the brief.

   Numeracy: Financial literacy, Calculation, Strategic competence

   Getting pupils ready

   Year 7

   Pupils add up the cost of five art materials from a price list and check whether they stay within a £10 budget.

   Year 8

   Pupils compare the price of a nail polish in two sizes from different retailers and work out which is better value per millilitre.

   Year 9

   Pupils build a costed resource list for a design project, compare two suppliers and adjust their choices to stay within a set budget.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2 (UWCO2), LO1, criterion 1.3 Plan and organise the design plan, page 57; Section 11.1 unit mapping, page 74

   “Budget considerations for materials and tools”

   Progression step 3

   • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

   • I can realise that budgeting is important.

   • I can add and subtract numbers using whole numbers and decimals.

   Progression step 4

   • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

   • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

   Progression step 5

   • I can identify, measure or obtain required information to complete the task.

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

10. Allocating time and working within a timeframe

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

    Learners set a time allocation for each task in their project plan, with deadlines and contingency, and later analyse whether their hair, make-up and nail techniques were completed within the expected timeframe. This is required by criteria 1.3 and 3.1, and the whole NEA must be completed in a maximum of 12 hours.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7

    Pupils time how long it takes to complete each step of a three step practical task and record the times in minutes and seconds.

    Year 8

    Pupils plan a 60 minute practical lesson into timed stages, then compare their planned and actual times and work out the difference.

    Year 9

    Pupils plan a six lesson project with a time allowance for each stage and a contingency, then calculate how far ahead or behind they are at each checkpoint.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2 (UWCO2), LO1, criterion 1.3, page 57; LO3, criterion 3.1, page 70; Section 5.1, page 16

    “Time allocation for each task to ensure efficiency”

    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 time events in minutes and seconds, and order the results.

    Progression step 4

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

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

    Progression step 5

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

11. Setting measurable SMART targets

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

    At the end of the NEA learners create an action plan with SMART targets for skill improvement, outlining steps, resources and timelines. Criterion 3.2 requires this, and the unit mapping gives the measurable part of SMART targets as a numeracy opportunity, although the number work involved is small.

    Numeracy: Strategic competence, Measurement

    Getting pupils ready

    Year 7

    Pupils set a target to improve a practical skill, such as finishing a plait in under five minutes, and record their time over three lessons.

    Year 8

    Pupils rewrite a vague target, such as get better at blending, as a SMART target with a number to measure and a date.

    Year 9

    Pupils write three SMART targets after a practical assessment, each with a measure, a deadline and the resources needed, and plot their progress on a simple chart.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2 (UWCO2), LO3, criterion 3.2 Evaluate the design concept, page 70; Section 11.1 unit mapping, page 74

    “Outline steps, resources, and timelines for achieving these goals”

    Progression step 3

    • I can identify, measure or obtain required information to complete the task.

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

    Progression step 4

    • I can identify, measure or obtain required information to complete the task.

    Progression step 5

    • I can identify, measure or obtain required information to complete the task.

12. Reading temperature settings and using correct product amounts

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

    When selecting tools for hair styling, learners make sure heated tools are working correctly and set to safe temperatures, and they apply products evenly and in correct amounts. This is part of criterion 2.3 of the NEA, but the specification gives no temperatures or quantities.

    Numeracy: Measurement, Conceptual understanding

    Getting pupils ready

    Year 7

    Pupils read the temperature on a thermometer and a digital display in Science and record both readings with the correct units.

    Year 8

    Pupils measure out set amounts of a hand cream or gel with a measuring spoon and compare how far each amount spreads.

    Year 9

    Pupils compare the recommended temperature ranges for fine and coarse hair on two hair straightener instructions and explain which setting they would choose for a model with fine hair.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2 (UWCO2), LO2, criterion 2.3 Select and use products, tools and equipment for basic hair styling, page 63

    “Ensure heated tools (if used) are functioning correctly and set to safe”

    Progression step 3

    • I can read and interpret scales or divisions on a range of measuring instruments.

    • I can measure and record temperatures involving positive and negative readings.

    Progression step 4

    • I can read and interpret scales on a range of measuring instruments.

    Progression step 5

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

Source: 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.