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. Unit 1 covers salon job roles, health and safety, the structure of hair, skin and nails, and consultation and customer care. Unit 2 is practical: learners explore a theme, plan and then carry out off-scalp plaits or twists, face-painting and nail finishes, and reflect on their work. Both units are VTCT-set assignments marked by the centre. Digital demand is low. Digital work sits in teacher-guided keyword searches and social media for ideas, digital mood boards or infographics, step-by-step plans, and understanding why client records and personal details must be kept accurate and private.
- Awarding body
- VTCT Skills
- Level
- Entry Level and Level 1
- First taught
- September 2027
- Amount of digital 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 digital skills in this qualification
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Searching online for images and ideas for a theme
To explore a themed look, learners gather ideas from magazines, posters and books, and also from teacher-guided social media, classroom image banks and keyword searches done with support. Assessment criterion 2.1 requires the exploration, but searching online is only one of the listed methods, so a centre can evidence it without a computer.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils search for pictures of St David's Day face-painting using two different sets of keywords and bookmark the three best pages.
- Year 8
- Pupils refine their keywords, for example adding festival or Celtic, to find images of fishtail and rope twist plaits, and save the links in a OneNote page.
- Year 9
- Pupils search a teacher-chosen social media board and a magazine website for a seaside theme, save six images into a folder and note which source was most useful.
Show the specification wording and the DCF statements
Where it is in the specification: UWCO4 (Unit 2), LO2, taught content 2.1, page 61; assessment criterion 2.1, page 73
“Searching for key words (with support)”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
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Creating a mood board or infographic for a themed look
Learners create a visual display that brings together images, colours, textures and ideas to show the theme and help decide what look to create. The display may be a mood board, story board, infographic, mind map or flow chart, and assessment criterion 2.3 requires it, though the specification does not say it must be digital.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a one slide PowerPoint mood board for an animal face-painting theme, with four images and a short caption naming the key colour in each.
- Year 8
- Pupils build a mood board in Canva or Adobe Express for a festival hair look, arranging images, colour swatches and texture words, and explain why they placed the main image in the centre.
- Year 9
- Pupils design an infographic in PowerPoint for a Welsh-themed look that shows the colours, textures, accessories and mood, then change the layout after a partner's comment.
Show the specification wording and the DCF statements
Where it is in the specification: UWCO4 (Unit 2), LO2, taught content 2.3, page 62; assessment criterion 2.3, page 73; Curriculum for Wales mapping, page 76
“Help show the theme visually (may include the use of mood board, story board, infographic, mind map, flow chart)”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can use software tools to enhance the outcomes for specific audiences.
I can explain reasons for layout and content of my own work and the work of others.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Looking closely at images of plaits, face-painting and nail finishes
Learners identify simple plaits and twists, themed face-painting designs and nail finishes from clear photographic examples, picking out key colours, simple shapes and how themes link to events. Assessment criteria 1.1 to 1.4 require this, and it builds the habit of commenting on the content and design of images made by others.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils look at a slide of six nail photos and label each as gloss, matte, metallic or shimmer.
- Year 8
- Pupils compare two face-painting photos from a Halloween theme on screen and say which shapes and colours make each one fit the theme.
- Year 9
- Pupils pick three online images of plaits in different contexts, such as festival and school styles, and write a comment on each image explaining how its colours, accessories and layout show the theme.
Show the specification wording and the DCF statements
Where it is in the specification: UWCO4 (Unit 2), LO1, taught content 1.1 to 1.4, pages 59 and 60; assessment criteria 1.1 to 1.4, page 73
“Learners should be able to identify simple nail finishes, supported with clear photographic examples”
Progression step 3
I can explain reasons for layout and content of my own work and the work of others.
I can comment on reasons for layout and content.
Progression step 4
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Planning a service as an ordered sequence of steps
Learners create a plan listing the theme, materials, steps to follow in the correct order, time needed for each part and safety checks. Assessment criterion 2.2 requires it, and at lower levels plans may be teacher-led with learners selecting key points. Putting steps in the right order is the same thinking as sequencing an algorithm or flowchart.
DCF: Sourcing, searching and planning digital content, Problem-solving and modelling
Getting pupils ready
- Year 7
- Pupils drag photo cards of the steps for painting a nail into the right order on a PowerPoint slide, from cleaning the nail to the topcoat.
- Year 8
- Pupils draw a flowchart in Word for a three-strand plait, with one step per box and a decision box asking whether the model is comfortable.
- Year 9
- Pupils write a plan in a table with the theme, materials, ordered steps, time for each step and safety checks, then test it by following it exactly and fixing any step that is out of order.
Show the specification wording and the DCF statements
Where it is in the specification: UWCO4 (Unit 2), LO2, taught content 2.2, page 61; assessment criterion 2.2, page 73
“Plans may be teacher-led with learners identifying or selecting key points.”
Progression step 3
I can independently create and plan work before beginning a digital task.
I can understand the importance of the order of statements within algorithms.
Progression step 4
I can select and effectively use a variety of planning techniques.
I can create a simple model or self-contained algorithm.
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Designing a consultation record for client details
Learners list the information collected in a consultation: personal details such as name, phone number and email, allergies, previous services, test results and consent. Assessment criterion 4.1 requires the list, and the Welsh context asks salons to keep accurate client records. Building a record card or form on screen is a teaching idea, not a requirement.
DCF: Data and information literacy
Getting pupils ready
- Year 7
- Pupils fill in a simple Word table for a pretend client with name, preferred language, allergies and the service they want.
- Year 8
- Pupils build a Microsoft Forms consultation card with fields for contact details, allergies, hair type and consent, and test it on a partner.
- Year 9
- Pupils set up a spreadsheet of five pretend client records from their form, then sort it to find every client with a recorded allergy before a nail service.
Show the specification wording and the DCF statements
Where it is in the specification: UWCO3 (Unit 1), LO4 Welsh context and taught content 4.1 and 4.2, pages 51 and 52; assessment criterion 4.1, page 56
“maintaining accurate client records for traceability and complying with data protection laws”
Progression step 3
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
Progression step 4
I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.
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Keeping client information private
Customer care in Unit 1 includes keeping personal and medical information private and never sharing it, and the Welsh context names data protection laws. Learners outline this under assessment criterion 4.3 as part of good customer care, rather than handling real data.
DCF: Identity, image and reputation, Storing and sharing
Getting pupils ready
- Year 7
- Pupils sort cards of client details, such as a phone number, an allergy and a favourite colour, into private and fine to share, and say who could misuse each one.
- Year 8
- Pupils discuss what could go wrong if a salon posted a client photo with their name and appointment time on social media, and write two rules for staff.
- Year 9
- Pupils explain why a salon's booking system should be password protected and encrypted, and write a short privacy notice telling clients how their details are kept safe.
Show the specification wording and the DCF statements
Where it is in the specification: UWCO3 (Unit 1), LO4 Welsh context, page 51; taught content 4.3, page 53; assessment criterion 4.3, page 56
“Keep personal and medical information private”
Progression step 3
I can identify the benefits and risks of giving personal information and device access to different software.
Progression step 4
I can show an awareness of simple encryption and its purpose, e.g. to send sensitive data more securely.
I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.
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Reflecting on practical work and acting on feedback
Learners identify what went well, what was difficult, what to do differently next time and how the task helped their learning, linking changes to safety, accuracy, confidence or organisation. Assessment criteria 4.1 to 4.4 require the reflection, and the Curriculum for Wales mapping suggests digital reflection or feedback tools for it, though none are required.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils take a photo of their finished nail design on an iPad and record a 20 second voice note saying one thing that went well.
- Year 8
- Pupils post a photo of their plait on a class Teams channel, add one comment on a partner's photo, and reply saying what they would change.
- Year 9
- Pupils write a short digital reflection in OneNote with before and after photos, what was difficult, one change for next time linked to accuracy or safety, and a response to teacher comments.
Show the specification wording and the DCF 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; Curriculum for Wales mapping, page 76
“Link the change to safety, accuracy, confidence or organisation”
Progression step 3
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
Progression step 4
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- There is no examination. Both units are a "Non-Examined Assessment" that is "Externally set, internally marked, internally quality assured externally moderated" (Section 5.1, page 16), so VTCT Skills writes the tasks and the centre marks them.
- Unit 2 counts for 70% and has no resit: "There is no resit opportunity for the Non-Examined Assessment (NEA) UWCO4 (Unit 2)." (Section 5.4.4, page 22). Unit 1 has "ONE resit opportunity" in Year 11 and a resit fee (Section 5.3.4, page 20).
- The overall grade adds the two units' UMS: "stronger performance in one component can offset weaker performance in the other" (Section 4, page 14). Grades are NYA, Entry 1 Pass, Entry 2 Pass, Entry 3 Pass and Level 1 Pass (page 5).
- No digital product is required. Unit 1 resources include "computers/access to internet" (Section 7.2, page 27), and the only digital methods in the unit content are options such as "Social media (teacher-guided)" (Unit 2, taught content 2.1, page 61).
- The Curriculum for Wales mapping (Section 11.1, page 76) links digital competence only to Unit 1 LO4.3 and to Unit 2 LO2.1 to 2.3 and LO4.1 to 4.4, and it ties record keeping to LO4.3 although record keeping appears under 4.2 in the unit content.
- Work is supervised and individual: the assessment "does not permit collaboration or discussion between learners" (Appendix 1, page 79), and learners sign a "Declaration of Authenticity Form" (Section 5.4.8, page 23). AI use is not mentioned.
- Centres submit marks and evidence through the "VTCT Skills e-testing platform" (Section 8.2.1, page 31), and the internal quality assurer completes "an online marking grid" for each learner sampled (Section 7.4, page 29).
- The qualification is not a licence to practise: it "is not designed to award occupational competence" (Section 3.2, page 8). Teachers "are not required to hold specific occupational qualifications" (Section 7.3, page 28).
- The document has leftover errors from other VTCT Skills specifications: it refers to the "VCSE NEA Teacher/Assessor Guidance and Marking Criteria" (Section 7.4, page 28), Unit 2 reflection asks learners to link answers to "the finished dish" (taught content 4.1, page 71), and task marking is called "high control" in Section 5.1 (page 16) but "medium control" in Appendix 1 (page 80).
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; its own next step is the VTCT Skills Level 1/2 VCSE Hair and Beauty, which the specification names as a progression route. The specification suggests the WJEC Skills for Work units Customer Service and Working in Wales and the Skills for Life unit Understanding Self and Others as companions, and these share its consultation, customer care and Welsh context work. The theme exploration and mood boards link with GCSE Art and Design and GCSE Design and Technology, the structure of hair, skin and nails with GCSE The Sciences or Integrated Science, and small salon businesses with GCSE Business. Its client care content sits close to WJEC Foundation Retail and Customer Service, and its hygiene and wellbeing content close to WJEC Foundation Health and Social Care, and Childcare.
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.